Olin College of Engineering
DigitalCommons@Olin
2012 AHS Capstone Projects
AHS Capstone Projects
4-1-2012
High School Engineering Design
Elizabeth Threlkeld
Franklin W. Olin College of Engineering, Elizabeth.Threlkeld@alumni.olin.edu
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High School Engineering Design - AHS Capstone Spring 2012
Elizabeth Threlkeld
Engineering Design
An innovative approach to high school engineering
education
Elizabeth Threlkeld
Olin College AHS Capstone Project
Spring 2012
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High School Engineering Design - AHS Capstone Spring 2012
Elizabeth Threlkeld
Contents
Course Introduction ............................................................................................................................................. 4
Course Introduction and Description........................................................................................................ 5
Context ...................................................................................................................................................... 5
Learning Goals and Objectives .................................................................................................................. 6
Course Syllabus ...................................................................................................................................................... 8
Lesson Plans and Assignments ..................................................................................................................... 11
Lesson 1 – Project Introduction .............................................................................................................. 12
Assignment 1: Pick a Problem Statement .......................................................................................... 18
Lesson 2 – Areas of Opportunity............................................................................................................. 19
Assignment 2: Areas of Opportunity.................................................................................................. 23
Lesson 3: Estimation ............................................................................................................................... 25
Assignment 3: Estimation ................................................................................................................... 29
Lesson 4: Design and Sketching .............................................................................................................. 31
Assignment 4: Design and Sketching .................................................................................................. 36
Lesson 5 – Sketch Modeling .................................................................................................................... 38
Assignment 5 – Sketch Modeling ........................................................................................................ 42
Lesson 6 – Goals and Physics Estimations .............................................................................................. 43
Assignment 6 – Goals and Physics Estimation .................................................................................... 47
Lesson 7 – Design Review Preparation ................................................................................................... 49
Assignment 7 – Design Reviews .......................................................................................................... 51
Lesson 8 – Design Reviews ...................................................................................................................... 52
Assignment 8 – Design Review Day .................................................................................................... 55
Lesson 9 – CAD Modeling........................................................................................................................ 56
Assignment 9 – CAD Modeling ............................................................................................................ 59
Lesson 10 – Design Review Preparation ................................................................................................. 61
Assignment 10 – Design Reviews ........................................................................................................ 63
Lesson 11 – Design Reviews .................................................................................................................... 64
Assignment 11 – Design Review Day .................................................................................................. 67
Lesson 12 – Reflection and Validation .................................................................................................... 68
Assignment 12 – Reflection ................................................................................................................ 72
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High School Engineering Design - AHS Capstone Spring 2012
Elizabeth Threlkeld
Lesson 13 – Physical Prototyping ............................................................................................................ 75
Assignment 13 – Physical Prototyping ................................................................................................ 77
Lesson 14 – Parameter Analysis.............................................................................................................. 78
Assignment 14 – Parameter Analysis .................................................................................................. 80
Lesson 15 – Redesign .............................................................................................................................. 82
Assignment 15 – Redesign .................................................................................................................. 85
Lesson 16 – Final Design Review ............................................................................................................. 87
References ............................................................................................................................................................ 90
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Course Introduction1
1
The structure of this introduction was modeled after a similar introduction for the introductory Electricity
and Magnetism course offered at Olin College by Yevgeniya Zastavker. This material was found in Zastavker’s
Teaching and Learning course material, also taught at Olin College.
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Elizabeth Threlkeld
Course Introduction and Description
This curriculum is modeled after the collaboration between Olin College and Newburyport
High School throughout the 2011-2012 school year. With the help of Olin students,
Newburyport students spent the 2011-2012 school year addressing the problem that
chores are tedious and difficult. This curriculum is modeled after that project, but is
written in a more general format such that it can be used for different problem statements
in future years and collaborations.
This course is designed to take high school students through the design process which
spans through several courses at Olin College, namely Design Nature (DN), User-Oriented
Collaborative Design (UOCD), and Principles of Engineering (POE). Chronologically, this
course covers areas of opportunity (UOCD, 2012), users and user values [UOCD], ideation
[UOCD], sketching [DN, UOCD], sketch modeling (DN, UOCD, 2012), CAD modeling (DN,
2012), and physical prototyping (DN, POE, 2012). The goal of this course is to expose high
school students to a different flavor of engineering design and prototyping. This course
will provide students with the basic knowledge and analytical skills needed to develop a
meaningful and practical design based on a relevant problem statement, user needs, and
user values. Unless otherwise noted, these lesson plans were developed by student in Olin
College’s Engineering Discovery organization in the 2011-2012 school year.
This course is extremely interactive and open-ended. There are few lessons that have long
lectures or instruction periods. A majority of the work is student driven in a framework
oriented by this course and the instructor. Due to this open-ended nature, there are no
lesson extensions; the students have the flexibility to extend their project and learning as
much as their team desires with the current curricular setup. Because the students likely
will not have experience with such an open-ended project, the level of instructor guidance
is much higher in the beginning of the course. However, throughout the year the level of
instructor involvement beyond specific project questions decreases significantly. A
majority of the time spent on this project in the second half of the course will be in class
work time, time dedicated to team meeting and instructor help time to help the students
meet deadlines.
Context
The Massachusetts Department of Education (DOE) Partnership for 21st Century Skills
emphasizes concepts such as critical thinking and problem solving, collaboration,
creativity, and innovation. Because of this partnership, the DOE is attempting to implement
more hands-on, design-oriented, creative collaborative work in the Massachusetts public
school system (21st Century, 2011). Though these concepts are listed in the DOE high
school Technology and Engineering requirements, the state does not necessarily enforce
them in every high school classroom (Peyser, et al., 2006). This course outlines a way to
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Elizabeth Threlkeld
approach some of these topics that is hopefully more approachable by the students and
teachers of Massachusetts.
The High School Technology/Engineering Learning Standards given by the Massachusetts
Department of Education state that students should cover engineering design, construction
technologies, energy and power technologies (fluid, thermal, electrical), communication
technologies, and manufacturing technologies (Peyser, et al., 2006). The DOE outlines an
engineering design process concerning energy-efficient homes which includes identifying a
problem, researching the problem, developing solutions while considering society,
producing drawings, and constructing prototypes. However, the descriptions of these steps
given by the Department of Education are fairly constrained and give no process by which
students can actually go about solving a problem, identifying with society, sketching, or
constructing (Peyser, et al., 2006). Thus, I see this high school engineering design course as
a practical, useful, and innovative way to fill in the gaps of the learning standards given by
the Massachusetts Department of Education.
Learning Goals and Objectives
Students will develop their proficiency in the following competencies2:
- Quantitative Analysis – Students are able to analyze and solve problems relevant to their
problem and design quantitatively, including use of appropriate tools, quantitative
modeling, numerical problem solving, physical calculations, and experimentation (EM,
Olin-NBPT, 2011).
- Qualitative Analysis – Students are able to analyze and solve problem relevant to their
design qualitatively, including estimation, analysis with uncertainty, qualitative
assessment, and qualitative prediction and visual thinking (EM, Olin-NBPT, 2011).
- Design – Students are able to implement and identify key steps in the design process in
order to develop creative, effective designs that solve real world problems through
concept creation, problem formulations, application of other competencies, balancing
tradeoffs, and craftsmanship (EM, Olin-NBPT, 2011).
- Lifelong Learning – Students will work on tasks with their team and individually, taking
advantage of individual strengths, identifying areas of improvement, and learning from
their peers (Olin-NBPT, 2011). Students will implement self-directed learning
strategies, including learning initiation (e.g. goal-setting), conduct of learning (e.g. time
and resource management, motivation management), and learning conclusion (e.g. selfreflection, self-assessment, and goal setting for next activities). Students are able to
identify and address their own educational needs in a changing world, including
2
These competencies are adapted from those listed in the syllabus for the introductory Electricity and
Magnetism course offered at Olin College by Yevgeniya Zastavker. This material was found in Zastavker’s
Teaching and Learning course material, also taught at Olin College [EM].
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Elizabeth Threlkeld
awareness of personal attributes, fluency in use of information sources, career
planning, and self-directed learning (EM, 2011)
- Teamwork – Students are able to contribute effectively to and work effectively with a
team to design and produce a solution for a given problem statement (EM, Olin-NBPT,
2011).
- Opportunity Assessment and Development – Students are able to identify opportunities,
to predict challenges and costs associated with the pursuit of opportunities, and to
muster resources (including instructors and mentors) in response to opportunities
(EM, Olin-NBPT, 2011).
- Diagnosis –Students are able to identify and resolve problems within complex systems
through problem identification, formation and testing of a hypothesis, and
recommending solutions (EM, 2011). Students will seek assistance when necessary,
and incorporate advice from instructors and mentors into their solutions (Olin-NBPT,
2011).
- Understanding of Context – Students are able to recognize the potential impact of their
knowledge in solving similar problems on a larger scale (Olin-NBPT, 2011). Students
are able to demonstrate understanding of the ethical, professional, business, social, and
cultural contexts of engineering and other disciplines, and are able to articulate his or
her own professional and ethical responsibilities (EM, 2011).
- Communication – Students will develop inter-team communication skills by
collaborating on tasks, relay their progress to instructors, mentors, and peers in class
and during design reviews, and present their final solution clearly and comprehensively
(Olin-NBPT, 2011). Students are able to convey information and ideas effectively, to a
variety of audiences, using written, oral, and visual and graphical communication (EM,
2011).
Course Objectives based on curriculum at Olin College:
By the end of this course students will:
- Participate in all lesson plans and assigned tasks (Olin-NBPT, 2011).
- Utilize the design process presented to them in the development of their solution (OlinNBPT, 2011). The steps in the design process students will implement are useroriented design, ideation, parameterization, sketching, and sketch modeling.
- Create a three-dimensional CAD model and prototype of their solution (Olin-NBPT,
2011).
- Explain important scientific principles behind their solution (Olin-NBPT, 2011).
- Provide written and oral feedback and assessment for Olin students when asked (OlinNBPT, 2011).
- Present their progress to instructors, mentors, and peers through a series of design
reviews.
- Present their final solution to instructors, mentors, and peers at the conclusion of the
project [Olin-NBPT].
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Course Syllabus3
This syllabus is designed for a year-long engineering design course, divided into two
semesters of lessons and assignments. Each semester is assumed to have 12 work weeks,
and this timeline assumes that the instructors will have at least 1 hour with the students
per week. On top of this hour, students will be expected to meet with their teams for 4-6
hours per week. The weeks that lessons are delivered are given in the course syllabus; the
weeks that lessons are not delivered are assumed to be work time for the students.
In Class
Outside of
Class
Start of Semester 1
Week 1
Lesson 1 – Introduction and Choosing a Problem Statement
- Problem oriented, user-oriented, and product-oriented design
- Design Process: conceive, design, implement, and operate
- Ideation, areas of opportunity, users, and user values
Week 2
Lesson 2 – Areas of Opportunity
- Design frameworks
- Identifying, ranking, and organizing areas of opportunities and
the associated user groups
Week 3
Lesson 3 – Introduction to Parameter Estimation
- Estimating and solving Fermi problems
- Identifying and estimating parameters relevant to a specific area
of opportunity
- Identifying values and ideas concerning each area of opportunity
to narrow and organize future design options
Week 4
Lesson 4 – Design and Technical Sketches
- Identify and practice technical sketching techniques
- Produce full-system sketches of possible designs
- Break down full-system sketches to produce sub-system
sketches of more detailed mechanical components of a design.
3
Assignment 1
Assignment 2
Assignment 3
Assignment 4
The structure of this course syllabus is modeled after the syllabus for the introductory Electricity and
Magnetism course offered by Yevgeniya Zastavker. This material was found in Zastavker’s Teaching and
Learning course material, also taught at Olin College. (EM, 20110
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Elizabeth Threlkeld
Week 5
Lesson 5 – Sketch Modeling
- Discuss purpose and importance of sketch modeling
- Instructor demonstration of rudimentary sketch modeling
techniques
- Develop at least 2 sketch models
- Utilize sketch models to determine project feasibility and fix
unanticipated mechanical design problems
Week 6
Lesson 6 – Goals and Physics Estimations
- Develop a list of 5-10 project goals
- Identify physics calculations necessary to further refine the
design
- Implement physics techniques given by the instructor to refine
and analyze a specific design
Week 7
Lesson 7 – Design Review Preparation and Project Decisions
- Identify, plan, and organize the information needed for the midterm design review
Week 8
Lesson 8 – Mid-Term Design Reviews
- Present and discuss the current status of the project in front of
instructors and peers. Students should cover areas of
opportunity, users, user values, sketches, sketch models, and
anything else that they deem important.
Week 9
Lesson 9 – CAD Modeling
- Improve the system being designed based on design review
feedback
- Produce a three-dimensional CAD model
9
Assignment 5
Assignment 6
Assignment 7
Assignment 8
Assignment 9
High School Engineering Design - AHS Capstone Spring 2012
Elizabeth Threlkeld
Start of Semester 2
Week 1
Lesson 10 – Design Review Preparation and Project Refinement
- Identify, plan, and organize the information needed for the midproject design review
Week 2
Lesson 11 – Design Reviews
- Present and discuss the current status of the project in front of
instructors and peers. Students should cover areas of
opportunity, users, user values, sketches, sketch models, CAD
models, and anything else that they deem important.
Week 3
Lesson 12 – Reflection
- Team reflection on established project goals
- Individual reflection on personal goals
- Teams refine design based on design review feedback
- Determine team and individual expectations
Week 5
Lesson 13 – Physical Prototyping
- Training on 3D printer, laser-cutter, and/or machine shop tools
- Brainstorm prototyping process, and produce a complete
physical prototype within each team.
Week 7
Lesson 14 – Parameter Analysis
- Evaluate parameters associated with their design qualitatively
- Evaluate parameters associated with their design quantitatively
- Explain important scientific principles of their design
qualitatively and quantitatively
Week 9
Lesson 15 – Redesign
- Explain, refine, and redesign scientific principles of their design
qualitatively and quantitatively.
Week 12
Lesson 16 – Final Design Review
- Present and discuss the current status of the project in front of
instructors and peers. Students should cover areas of
opportunity, users, user values, sketches, sketch models, CAD
models, and any prototype iterations they went through.
10
Assignment 10
Assignment 11
Assignment 12
Assignment 13
Assignment 14
Assignment 15
High School Engineering Design - AHS Capstone Spring 2012
Elizabeth Threlkeld
Lesson Plans and
Assignments
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High School Engineering Design - AHS Capstone Spring 2012
Elizabeth Threlkeld
Lesson 1 – Project Introduction4
Schedule: 1 hour, 50 minutes
15 Minutes…………... Ice Breakers
25 Minutes…………… Presentation: Introduction to Design and Project Overview
30 Minutes…………… Design Thinking Exercise: The Three Little Pigs
30 Minutes…………… Problem Statement Brainstorming
10 Minutes…………… Conclusions
Lesson Plan Contents
Learning Goals and Objectives……………………………….…………………………………..………………….12
Massachusetts Education Standards Addressed…………………………………………………………….13
Materials……………………………………………………………….……………………………………………………..13
Preparation…………………………………………………………….……………………………………………………13
Procedure………………………………………………………………….…………………………………………………13
Icebreakers……………………………………………………...………………………………………………...13
Presentation………………………………………………………...…………………………………………….13
Design Thinking Exercise…………………………………………………………………………..……….15
Problem Statement Brainstorming……………………………………………………………………...16
Homework Preparation and Conclusions..………………………………………………….…………………..17
Learning Goals
-
Develop an understanding of the types of engineering design.
Develop a basic understanding of the steps in the design process.
Develop an understanding of the role of ideation in design.
Develop teamwork skills.
Develop communication skills.
Learning Objectives
By the end of this lesson students will:
- Students will become comfortable with each other and their instructors.
- Understand the similarities and differences between problem-oriented design, useroriented design, and product-oriented design.
- Describe the steps involved in the design process: conceive, design, implement, and
operate.
The ideation structure used during this lesson is modeled after the process used in User-Oriented
Collaborative Design [UOCD] at Olin College. This material can be found on the UOCD course website, and
was modified for this lesson plan based on personal experience (UOCD, 2012).
4
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High School Engineering Design - AHS Capstone Spring 2012
Elizabeth Threlkeld
-
Ideate around an example design scenario.
Identify areas of opportunity for the three problem statements they will be choosing
from for this project with a team of students.
Understand how to communicate and share information generated by team ideation.
Massachusetts Education Standards Addressed [Peyser, 2006]
- “ Identify and explain the steps of the engineering design process”
- “Understand that the engineering design process is used in the solution of problems and
the advancement of society”
Materials
-
Post-it Notes (1 pad / student)
Sharpies (Multicolor pack – some for each student)
Butcher Paper (1 3 foot piece / student pair)
Poster Paper (3 pieces)
Preparation
-
-
Determine three problem statements that will form the basis for this project.
 These problem statements should allow for ample ideation and require
mechanical design for at least some of its solutions.
 Some examples include:
 Conserving water in every-day life.
 Constructing a device that will make doing some chore easier.
 Reducing, reusing, and recycling paper waste.
Have materials for ideation prepared.
 Butcher paper can be left blank for student use.
 Each poster should be titled with one of the chosen problem statements – these
will be used for ideation to help students determine their projects.
Procedure
ICE BREAKERS [15 MINUTES]
- Two truths and a lie
 Instructors come up with two truths and a lie about themselves – students must
determine what is true and what is not
- Why and Because
 Each student writes down a “why” question. These questions are passed to
different students and answered. Each question is then read aloud, but rather than
reading the response written for that question, another student will read the
response to the question they got instead.
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Elizabeth Threlkeld
PRESENTATION: INTRODUCTION TO DESIGN AND PROJECT OVERVIEW [25 MINUTES]5
*See Lesson 1 PowerPoint for slides and notes covering the project overview – the
following notes provide an overview of these slides.
- Engineering Overview
 This project is a combination of engineering and design. We want you to
understand both of these fields and how they fit together.
 Engineer – what do they do? Who are they?
 Problem solvers, designers
 Engineers come up with solutions to real world problems
- Engineering Process
 What are the stages of the engineering process?
 Conceive, Design, Implement, Operate
 Our focus is conception and design.
- This year’s project goals
 Improve qualitative design skills.
 Design reviews, multiple iterations.
 Improve quantitative analysis skills.
 Estimation, physics, design evaluation.
 Improve presentation skills.
 Final deliverables – Areas of opportunity, users, user values, sketches, sketch
models, CAD models, prototypes, and other associated work, goals, and reflections.
- An example of Engineering Design: Big Belly Solar Compactors
 Conceive
 Identify a problem statement
- Seek inspiration from problems that already exist
 Example: public trash cans in cities
- Fill up fast, overflow, and generally make walking through cities a less
pleasant experience
- Al so a necessary facet of city life
 Design
 How can we solve this problem?
- Brainstorm possible solutions
- Sketch, model, and write specs as to how designs could work
 Implement
 Build something!
 Sell, market, and utilize your design
 Example: Big Belly Solar Compactor
- Use solar energy to compact trash regularly – green and effective
5
The development of this instructor presentation should be credited to Connor Stokes, Olin College 2012.
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Elizabeth Threlkeld
-
-
-
- Only have to empty trash bins every 1-2 weeks rather than every day
 Operate
 Check product impact, lifecycle, and effectiveness
- Does it fulfill the project goals?
- Is it worth the cost of implementation?
- How is this project maintained in the long term?
Engineering Process
 The breadth of ideas involved in the project should narrow over the course of the
engineering process. There can (and should!) be some fluctuation in the amount of
ideation that continues through the duration of a project, but ultimately we have to
meet our goals with one finalized design!
Design Overview
 3 types (all start at different places) – they will learn elements of all
 Product oriented – “this is what I want to make”
- Begins with an existing or prototyped product
- Determine how to make something better
- Too focused and narrow for our purposes
 User oriented – Identify people, identify problem, then design
- Understand the needs and values of a user group
- Determine areas of opportunity and solutions in those areas
- Too broad for the time frame we are working with
 Problem oriented –we want to solve a problem
Big dates on our timeline
 Semester 1
 6 weeks – Design Review: Ideation, Sketches, and Sketch Models
 End – Design review: detailed sketches and specs, final CAD model
 Semester 2
 6 weeks – Design Review: First prototype and plans for improvement
 End – Design Review: Final prototype
DESIGN THINKING EXERCISE: THE THREE LITTLE PIGS [30 MINUTES ] 6
Objective: Students will work in groups of 2-3 to identify and articulate areas of
opportunity in The Three Little Pigs.
- Review the premise of The Three Little Pigs
 Have students identify possible stakeholders
 On board define Stakeholder – A person or character with an interest or concern
in something
6
The concept of Storybook Engineering was developed by Bill Wolfson, a collaborator with Olin College.
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High School Engineering Design - AHS Capstone Spring 2012
Elizabeth Threlkeld



Ex: any of the three pigs, the wolf, the pig’s mother, the real-estate agent who
sold the pigs their houses, the wolf’s family, etc.
Split students into groups of 3 or 4
 Have groups title a piece of butcher paper with the character they have chosen
as a stakeholder
 On board define areas of opportunity – areas of design potential; areas where
opportunities exist for potential products and services that would be important
and meaningful to your users
 Ex: for the pig’s mother some areas of opportunity may be indestructible walls,
more bedrooms for her piglets to move back home, wolf protection, etc.
 Give each team 10 minutes to brainstorm areas of opportunity to improve the
life of their stakeholder. Have students write every idea they come up with on
sticky notes and stick to butcher paper.
 After this brainstorming session, have the students divide their paper into
three columns titled “boring”, “possible”, and “sky high”, and explain the
following definitions:
- “boring” ideas are simple and have little meaning or benefit for the users
– ex. Put more mud in a straw wall
- “possible” ideas are those that are practical and meaningful for the user
- “blue sky” ideas are those that would greatly benefit the user, but are not
immediately possible to implement - ex. magic, invisibility cloaks…
 Give each team 3 minutes to narrow down their areas of opportunity into the
boring, possible, and sky high categories
- After they have sorted their ideas, give students 5 minutes to brainstorm
how to make boring ideas more exciting, and how to pull their blue sky
ideas back to earth
- Have each team share one boring, one sky high, and one possible idea
Closing
 Emphasize the importance of founding every idea in user values. When
brainstorming, you don’t have to pull ideas directly from values, but it should
be possible to tie ideas back to values. If you know your users well enough by
this point (and in the design process you should), then ideas will naturally
flourish from their values.
 Don’t be afraid to write anything down – ideas that are boring or sky high can
always be altered to fit in the “possible” category
PROBLEM STATEMENT BRAINSTORMING [30 MINUTES]
Objective: Students will be informed of three problem statements they have the option of
working on. They will ideate and explore each of these ideas to get a feel for their interests.
- Split students up into pairs
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High School Engineering Design - AHS Capstone Spring 2012
Elizabeth Threlkeld




Lay out the three pieces of butcher paper that you titled with the three problem
statements that the students will be choosing from
Have students brainstorm areas of opportunity for 10 minutes for each of the three
ideas (with sticky notes just as they did in the three little pigs activity).
Here are some example problem statements:
 Conserving water in every-day life
 Construct a device that will make doing some chore easier
 Reducing, reusing, and recycling paper waste
Have students share some of the key areas of opportunity on the final idea that they
brainstorm on with the entire group
CONCLUSIONS AND HOMEWORK [10 MINUTES]
- Have students fill out the “End-of-Class Survey” form, which can be found at the end of
this curriculum to gauge student progress, engagement, and confusion.
- Hand out, explain, and review Assignment 1 with the group.
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Elizabeth Threlkeld
Assignment 1: Pick a Problem Statement
Due: Day of Lesson 2
Charting Positives and Negatives
-
-
You are now familiar with the three problem statements that you will be choosing from
for this year-long project. The final goal of this project is to design and build a physical
prototype of some mechanical object that will directly benefit a user group of one of
these problem statements. Keeping this mechanical requirement in mind, your first
task will be to determine which problem statement your group will pursue!
In order to make this decision, your team will make a chart for each problem statement.
This chart will address the positives and negatives of each choice to help your team
identify which areas that will be problematic or wildly successful. The three charts you
will be making should be in this format or a similar format:
Area of Opportunity
-
Positives
Negatives
Ties to user values
When considering the positives and negatives associated with each problem statement,
it is important to consider possible areas of opportunity and ensure that those areas of
opportunity tie back to user values. If they don’t tie to user values then there is really
no point in building your mechanical device!
Task 1: With your team, create a chart similar to the one seen above for each of the
three problem statements. You will submit these charts to your instructor.
Task 2: Have a discussion with your team about which idea you think is the best
option and why. When deciding it is always okay to consider what each team
member is interested in along with the positives identified by the chart! Submit the
project idea that most interests your team to your instructor.
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Elizabeth Threlkeld
Lesson 2 – Areas of Opportunity7
Schedule: 1 hour
25 Minutes…………... Areas of Opportunity: Frequency versus Importance
25 Minutes…………… User Values
10 Minutes…………… Conclusions and Homework
Lesson Plan Contents
Learning Goals and Objectives……………………………………………………………….………………………19
Massachusetts Education Standards Addressed………………………………………………………….….20
Materials……………………………………………………………………………………………………………………...20
Preparation…………………………………………………………………………………………………………………..20
Procedure……………………………………………………….……………………………………………………………20
Areas of Opportunity…...…………………………………..…………………………………………………20
Identifying User and User Values…...………………………………………………………..………….21
Homework Preparation and Conclusions..………………………………………………….…………………..22
Learning Goals
-
Understand how to develop and use design frameworks.
Understand the importance of users and user values.
Develop teamwork skills.
Learning Objectives
By the end of this lesson students will:
- Organize the areas of opportunity they identified concerning their problem statement
onto a meaningful framework to help narrow their options.
 Analyze areas of opportunity based on frequency of occurrences and
importance.
 Understand how to use frequency and importance to select the most promising
areas of opportunity.
- Understand how to identify specific user groups and values associated with a specific
area of opportunity.
- Understand how to incorporate user values into the development and selection of areas
of opportunity.
The material covered and structure used during this lesson is modeled after the process used in UserOriented Collaborative Design [UOCD] at Olin College. This material can be found on the UOCD course
website, and was modified for this lesson plan based on personal experience (UOCD, 2012).
7
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High School Engineering Design - AHS Capstone Spring 2012
Elizabeth Threlkeld
-
Improve teamwork skills by making team decisions concerning their areas of
opportunity and users.
Massachusetts Education Standards Addressed [Peyser, 2006]
- “Understand that the engineering design process is used in the solution of problems
-
and the advancement of society”
“Identify examples of technologies, objects, and processes that have been modified to
advance society, and explain why and how they were modified.”
Materials
-
Butcher paper with areas of opportunity for each problem statement
White board
Sticky notes and sharpies
Preparation
-
Bring out the butcher paper for the three problem statements covered in the areas of
opportunity sticky notes that the students identified in the previous lesson.
Procedure
AREAS OF OPPORTUNITY [25 MINUTES]
- The first task in Assignment 2 requires the students to organize the areas of
opportunity for the problem statement that they have chosen.
- To organize the areas of opportunity, students will consider the frequency and
importance of each. How often does an area of opportunity come up in a user’s life?
How important is it that a specific area of opportunity is improved?
 Frequency depends on the number of times per week a user performs a certain
activity or uses a certain device
 Importance is determined both by the necessity of the activity or device. For
example, when considering chores, feeding animals is very important (to keep the
animals alive), and the user may not enjoy doing it. Thus it is of high importance to
us as designers and engineers. A chore that doesn’t need to happen consistently
and users don’t mind doing is of “low importance” to us as designers and engineers.
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High Importance
Feeding
Animals
Low
Fre
High Frequency
Washing
Dishes
Vacuum
Low Importance
For an example, draw this chart on the board (only the two axes to start – not the
examples, or diagonal line through the middle). Ask the students to consider
chores that they do at home, and help them place these chores on the chart. Some
examples are seen on the chart above:
 Feeding animals is something that must happen very frequently and that the
user likely does not enjoy, making it important
 Washing dishes must happen frequently, but the user may not mind doing
dishes if they have a dishwasher, making it slightly less important.
 Vacuuming doesn’t happen often and users likely don’t mind doing it because
of this low frequency, making it less important.
Why is this chart useful?
 After the students have identified ~10 different chores and placed them on the
chart, draw a diagonal line like the one in the above example diagram on your
diagram.
 The beauty of this chart is that it naturally separates useful, high impact ideas from
low impact ideas
 Areas of opportunity that fall to the top and right of the diagonal line are both more
frequent and important.
 Each team will make this chart for the problem statement they chose with the areas
of opportunity they developed. They will then pick from the areas of opportunity
that fall above and to the right of the diagonal line for their final project.

-
IDENTIFYING USERS AND USER VALUES [20 MINUTES]
- After the students understand how to organize their areas of opportunity, they will
identify the user groups that would most directly benefit from those areas of
opportunity.
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For example, college students may have the most problems dealing with their
laundry, and single moms may care about doing dishes frequently.
Have the students take 10 minutes to brainstorm possible users for each of the areas of
opportunity that they came up with for the chore example in this lesson.
 They should come up with at least one pertinent user for each of the “frequent” and
“important” areas of opportunity they developed
The students should then consider what values they users that they chose tie them to
that particular area of opportunity
 For example, possible user values of a college student washing dishes are minimal
cleaning (they just want to eat!), time efficiency, and low cost
 Students should be able to identify 5-10 user values that tie the user they chose to
each area of opportunity.

-
-
CONCLUSIONS AND HOMEWORK [10 MINUTES]
- Have students fill out the “End-of-Class Survey” form, which can be found at the end of
this curriculum to gauge student progress, engagement, and confusion.
- Have each team record all of the areas of opportunity for the problem statement that
they chose in Assignment 1 on separate sticky notes. They will need these areas of
opportunity for Assignment 2.
- Hand out, explain, and review Assignment 2 with the group.
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Assignment 2: Areas of Opportunity
Due: Start of Lesson 3
Areas of Opportunity
Now that you have spent time brainstorming possible areas of opportunity, we would like
you to organize them such that you can analyze their value and importance.
When thinking about chores, we would like you to consider the relative frequency and
importance of each area of opportunity that you have identified.
- The frequency corresponds to the number of times per day, week, or month that a
user performs some chore. How often does an area of opportunity occur in a user’s
life?
- The importance corresponds to the necessity of the chore and how much a user
enjoys doing that chore. For example, feeding pets is necessary to keep the animal
alive and the pet owner may not enjoy feeding them; thus, this area of opportunity is
of high importance. A chore that a user doesn’t mind doing and that does not
happen frequently will be of low importance. How meaningful would it be to
improve a specific area of opportunity?
Designers like to organize categories like this into a visually appealing and concise chart:
High Importance
Feeding
Animals
Low
Frequency
High Frequency
Washing
Dishes
Vacuuming
Low Importance
Task 1: Draw this chart of a large piece of paper and arrange your areas of
opportunity according to the axis parameters (you should have written your areas of
opportunity on sticky notes before the end of class). Submit this to your instructor
via email with a photo and post it on a wall in your workspace.
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Selecting Areas of Opportunity
After finishing your chart, choose three areas of opportunity which you find meaningful,
challenging, and plausible. Each of your three choices should be frequent or important, but
ideally both.
If you look at the example chart on this assignment, you will see a diagonal line from the
top left to bottom right of the set of axis. This is the divide between “meaningful” ideas and
“non-meaningful” ideas (for the most part). We would like you to pick ideas which are both
important and frequent, or ideas which are on the top right side of your chart (above the
diagonal line)! These will be the most impactful and meaningful in the long run.
Task 2: Pick 3 areas of opportunity that are important and occur frequently. Write
down these three areas of opportunity with a brief explanation for choosing each.
Identify Users
For each of the three areas of opportunities selected we would like you to determine a
specific user that could benefit from making this chore easier (i.e. College Students, High
School students, parents, people with disabilities, etc.). Whom exactly are you going to be
designing for? There can be multiple users for a given area of opportunity!
Task 3: Narrowly identify users for each area of opportunity. Write a brief
explanation for why you chose this user and how you think they will benefit from
your making this chore easier to turn into your instructor.
Identify User Values
Identify a list of user values associated with each of the three areas of opportunity chosen.
For example, possible user values of a college student washing dishes are minimal cleaning
(they just want to eat!), time efficient, and low cost. Think back to the Three Little Pigs
Activity!
Task 4: Make a list of 5-10 user values associated with the user chosen for your 3
areas of opportunity.
*Note: All tasks should both be turned into your instructor and posted in your
workspace. It is important to document all of your team’s major thoughts
throughout this process to ensure that your process is coherent and meaningful.
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Lesson 3: Estimation
Schedule: 1 hour
40 Minutes…………... Fermi Problems and Estimation
15 Minutes…………… Areas of Opportunity and Parameter Estimation
5 Minutes…………… Homework Preparation and Conclusions
Lesson Plan Contents
Learning Goals and Objectives……………………………………………….………………………………………25
Massachusetts Education Standards Addressed……………………………………………………………..25
Materials………………………………………………………………………….…………………………………………..25
Procedure………………………………………………………………………….…………………………………………26
Fermi Problems and Estimation……………………………...………………………………………….26
Areas of Opportunity and Parameter Estimation….……………………………………………...27
Homework Preparation and Conclusions..………………………………………………….…………………..27
Learning Goals
-
Develop comfort with estimation.
Develop comfort with choosing parameters relevant to a specific area of opportunity.
Develop teamwork skills.
Learning Objectives
By the end of this lesson students will:
- Approach and solve Fermi problems.
- Learn to identify and estimate parameters relevant to an area of opportunity.
- Practice balancing their values with those of their team when making large project
decisions.
Massachusetts Education Standards Addressed [Peyser, 2006]
- “Identify and explain the engineering properties of materials used in structures”
Materials
-
White board and markers
Blank paper and pens/pencils for students to work with
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Procedure
FERMI PROBLEMS [40 M INUTES]
- Introduce them to the idea of rough estimation
 Sometimes it is good to be able to quickly generate ball-park figures in your head.
For example, when making some sort of mechanical system it may be important to
determine if a motor actually has enough power to control the system or if you are
wasting your time. As an engineer, it is important to be able to make reasonable
estimations in your head to be sure an idea is practical.
- Fermi problems are a great way to practice estimation. A Fermi problem is an
estimation problem designed to teach approximation, dimensional analysis, and the
importance of clearly identifying one’s assumptions. These problems are named for a
physicist, Enrico Fermi, and are designed to help scientists and engineers make justified
guesses about quantities that seem impossible to compute with limited information.
- During this lesson you should first step your students through an example Fermi
problem. The instructor can ask questions and help fill in answers to give the students
a better idea of how to approach a Fermi problem. It is important to be very explicit
with units for every estimated number such that there are no unit problems. The
numbers estimated and guessed should always be written clearly, labeled, and given
units.
- A common Fermi problem: How many piano tuners are there in Chicago? The process
for determining a ballpark answer to this question is described here. Step slowly
through each step with the class, being sure to explain how each estimate was
generated and writing everything clearly on the board. This example should take
approximately 15 minutes.
 There are approximately 5,000,000 people living in Chicago.
 On average, there are two persons in each household in Chicago.
 Roughly 1in every 20 households have a piano that is tuned regularly.
 Pianos that are tuned regularly are tuned approximately 1 time per year.
 It takes a piano tuner about 2 hours to tune a piano, including travel time.
 Each piano tuner works 8 hours a day, 5 days a week, and 50 weeks a year.
 From these assumptions, we can compute the number of piano tunings in a single
year in Chicago:
 (5,000,000 people in Chicago)/(2 persons / household) x (1 piano/20
households) x (1 piano tuning per piano per year) = 125,000 piano tunings per
year in Chicago
 We can similarly calculate that the aver piano tuner performs:
 (50 weeks / year) x (5 days / week) x (8 hours / day) / (2 hours to tune a
piano) = 1000 piano tunings per year per piano tuner
 We can then divide to find the number of piano tuners!
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
-
125,000 piano tunings in Chicago per year / 1000 piano tunings per year per
piano tuner ~= 125 piano tuners in Chicago!
Now the students should attempt some Fermi estimations on their own. Split the
students up into groups of 3-5 and have them work on the following three Fermi
problems. They should be given approximately 20 minutes to go through these
examples, and then given 5 minutes to discuss and compare results with other teams.
To show the accuracy of Fermi estimation it may be beneficial to post each groups
answer to each question the board for easy comparison.
 Question 1: What fraction of the continental U.S. is covered by cars?
 Question 2: How many hot dogs are sold in baseball stadiums during one year?
 Question 3: How many minutes will be spent on the phone in one month by middle
school students in Massachusetts?
AREAS OF OPPORTUNITY [15 MINUTES]8
*Note that the following tasks are outlined in Assignment 3. It may be helpful to pass this
assignment out prior to discussing what the students need to do.
- If they have not already done so, use this time to narrow down to three areas of
opportunity with user values for each
- The students’ next task will be to find and estimate parameters pertaining to these
areas of opportunities. For example, when thinking about how to improve the
experience of shoveling a driveway in the winter one could consider estimating the
volume of snow in a driveway, the energy it takes to melt some volume of snow, or the
aver snowfall per year in some part of the country.
- The students should brainstorm a parameter they can estimate for each of the three
areas of opportunity they chose. It is important to help guide them towards parameters
that can be estimated in a similar fashion to the Fermi problems. The goal of this
exercise is not to develop perfect physical estimations of a system, but rather determine
if the areas of opportunity that the students have chosen are reasonable and practical
with the time and resources that they will be allotted. For example, when considering
shoveling a driveway, the students likely won’t have the resources or funding to melt
such a volume of snow, or even physically remove it with some sort of machine. The
point of this exercise is to help students determine what projects are truly within their
reach via estimation – they may need some help seeing this!
The material covered and structure used during this lesson is modeled after the process used in UserOriented Collaborative Design [UOCD] at Olin College. This material can be found on the UOCD course
website, and was modified for this lesson plan based on personal experience (UOCD, 2012).
8
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-
The assignment for this lesson is to actually do these estimations – this time in class
should be spent giving students direction to perform real calculations with their groups
outside of class.
CONCLUSIONS AND HOMEWORK [5 MINUTES]
- Have students fill out the “End-of-Class Survey” form, which can be found at the end of
this curriculum to gauge student progress, engagement, and confusion.
- Hand out, explain, and review Assignment 3 with the group.
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Assignment 3: Estimation
Due: Start of Lesson 4
Now that you have determined three areas of opportunity, we would like you to find and
estimate parameters pertaining to these areas of opportunity. For example, when thinking
about how to improve the experience of shoveling a driveway in the winter one could
consider estimating the volume of snow in a driveway, the energy it takes to melt some
volume of snow, or the aver snowfall per year in some part of the country.
The purpose of estimating these parameters is not to develop perfect physical estimations
of a system, but rather determine if the areas of opportunity that you have chosen are
reasonable and practical with the time and resources you have been allocated for this
project. For example, if you are considering improving the experience of shoveling a
driveway, you likely won’t have the time, resources, or funding to melt or mechanically
remove large volumes of snow because of its weight and melting properties. The purpose
of this exercise is to help you determine what projects are truly within your reach via
estimation.
Remember the Fermi problems we did in class when doing these estimations! Here’s a recap of the Piano tuner problem: how many piano tuners are there in Chicago?
 There are approximately 5,000,000 people living in Chicago.
 On average, there are two persons in each household in Chicago.
 Roughly 1in every 20 households have a piano that is tuned regularly.
 Pianos that are tuned regularly are tuned approximately 1 time per year.
 It takes a piano tuner about 2 hours to tune a piano, including travel time.
 Each piano tuner works 8 hours a day, 5 days a week, and 50 weeks a year.
 From these assumptions, we can compute the number of piano tunings in a single
year in Chicago:
 (5,000,000 people in Chicago)/(2 persons / household) x (1 piano/20
households) x (1 piano tuning per piano per year) = 125,000 piano tunings per
year in Chicago
 We can similarly calculate that the aver piano tuner performs:
 (50 weeks / year) x (5 days / week) x (8 hours / day) / (2 hours to tune a
piano) = 1000 piano tunings per year per piano tuner
 We can then divide to find the number of piano tuners!
 125,000 piano tunings in Chicago per year / 1000 piano tunings per year per
piano tuner ~= 125 piano tuners in Chicago!
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Using this type of estimation, please:
Task 1: Estimate one parameter for each area of opportunity.
Task 2: For each parameter you estimate, explicitly write out all of the equations
necessary to determine the estimate. Remember, these are equations with numbers
AND units. Please do not forget the units!
These parameters will help you determine constraints of your design and other important
factors. They are also good practice for physics estimations to come in the future!
Task 3: Be prepared to choose an area of opportunity during the next meeting. It
would be wise to narrow down which projects you are most interested in doing prior
to a group discussion during Lesson 1.4.
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Lesson 4: Design and Sketching 9
Schedule: 1 hour
15 Minutes…………… Analysis of Example Sketches
15 Minutes…………... What Makes a Good Sketch?
25 Minutes…………… Team Meeting Time
5 Minutes……………. Homework Preparation and Conclusions
Lesson Plan Contents
Learning Goals and Objectives………………………….……………………………………………………………31
Massachusetts Education Standards Addressed……………………………………………………………..31
Materials…………………………………………….………………………………………………………………………..31
Preparation…………………………….…………………………………………………………………………………….32
Procedure………………….…………………………………………………………………………………………………32
Analysis of Example Sketches..……….………………………………………………………………….…32
What Makes a Good Sketch?……………...………………………..………………………………………34
Team Meeting Time………………………………………………………………………...…………………35
Homework Preparation and Conclusions..………………………………………………….…………………..35
Learning Goals
-
Understand the importance of sketching
Develop sketching skills
Learning Objectives
By the end of this lesson students will:
- Understand how to determine feasibility from a technical sketch.
- Identify and practice appropriate technical sketching techniques.
- Identify important aspects of design and accurately portray them.
Massachusetts Education Standards Addressed [Peyser, 2006]
- “ Identify and explain the steps of the engineering design process”
- “Produce and analyze multi-view drawings […] and pictorial drawings”
Materials
-
Computer with PowerPoint for lecture
The material covered and structure used during this lesson is modeled after the process
used in the Design Nature course at Olin College. This material is from the Design Nature
course website and was modified for this lesson plan based on personal experience (DN).
9
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-
Blank paper
Multi-colored Sharpie Markers
Sticky notes
Preparation
-
Set up PowerPoint presentation for lecture
Have an idea for the example sketch that you will run through with the students. It
would be beneficial to pick an idea which correlates directly to one of their projects to
give them a better idea of exactly what is expected.
Procedure
ANALYSIS OF EXAMPLE SKETCHES [15 MINUTES]10
This lesson will start by going through some examples with your students. The PowerPoint
presentation given with this lesson contains slides of five different sketches, each of which
has some positive and some negative qualities given the expectations outlined in the “What
Makes a Good Sketch?” section below. Before going through what makes a good sketch
with the students, it is beneficial to show them a variety of sketches and help them identify
what the pros and cons of the examples are, allowing them to begin to define what makes a
good sketch before they are given a more specific list of requirements. Spend
approximately 15 minutes going through these sketches and having the students discuss
which aspects of these sketches are good and bad. Some notes on each sketch are detailed
here, but students should be encouraged to think beyond this list!
- Sketch 1: Da Vinci’s chain
 Pros
 Good use of enlargement to show detail.
 Sketches from many different perspectives.
 Clean and easy to see.
 Cons
 No labels, captions, names, or dates.
 Only one color used – could have separated some of the subsystems.
 Mechanistic details are present in drawings, but it is unclear which drawings
fit together in a larger subsystem.
- Sketch 2: Da Vinci’s flying machine
 Pros
 Detailed explanation written out.
 Neat lines.
 Multiple Perspectives.
 Smaller mechanisms shown in detail.
10
The example sketches here were found or drawn by Ashley Guertin and Elliott Donlon, Olin College 2012.
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Cons
 Unclear overall system and how the subsystems fit into it.
 No use of color.
 No specific labels, names, or dates.
Sketch 3: Engine
 Pros
 Labels, date, title, author
 Very clean lines, easy to read
 Close-ups on the labeled junctions
 Cons
 A bit detailed for our purposes – we are looking for rough sketches; this is
extremely precise
 No use of color – a lot of detail with little separation.
Sketch 4: Electronic system
 Pros
 Good use of labels and arrows to connect those labels to the drawing
 This is the level of detail we are looking for, only neater!
 Cons
 Small and scrunched – hard to identify what anything is.
 No clean lines – use a ruler!
 No motion arrows – hard to understand what this mechanism does.
 No general caption – there should be a description of what this device is and
how it works.
 No author or date.
Sketch 5: Hopper-Copter
 Pros
 Date, labels (with arrows!), title.
 Multiple perspectives
 Clean lines
 This is a great example of what student sketches should look like!
 Cons
 No motion arrows – hard to understand exactly how this works
 Could use color to differentiate individual parts.
 No caption to describe the purpose and functionality of this design.

-
-
-
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WHAT M AKES A GOOD SKETCH? [15 MINUTES]11
The next several weeks will be spent ideating and designing actual solutions to your
problem statement. The first step of this design process is sketching. The goals of
sketching are two-fold:
- Make the designers think about their ideas in space, how subsystems will fit together,
and how it will be used.
- Portray a designer’s idea to others.
When a student hears the word “sketch”, they will likely all have drastically different ideas
as to what a sketch entails. Technical sketches have a list of requirements; the purpose of
these requirements is to make sure an idea is technically feasible and to make the idea as
realistic as possible in space. The designer and others viewing the sketch should have a
very clear idea of what the sketch is of, the size of the sketch, how the mechanism in the
sketch works, and how people will interact with it.
Work through an example with the class. As you go through the following list of what a
good sketch entails, use an example from one of their projects on the board to demonstrate
what your expectations of their work will be. A good sketch entails:
- Succinct descriptions of the overall design and the parts of the sketch.
 This will serve as the caption to anyone looking at the sketch.
- Details of the mechanism involved.
 This includes how subsystems will be physically attached to create the full system,
as well as help the designer flesh out the idea further and understand how it fits in
space.
 Dimensions should be given when possible.
- Arrows should be used to illustrate movement or to tie captions to a specific point.
- Clean lines should be used.
 Sketches are best done with sharpie markers to ensure thick, clean lines and to
avoid smudging.
- Utilize a variety of colors.
 Using different colors for each subsection of the system is a useful way to help the
observer differentiate between parts in a model, and helps make the sketch more
readable overall.
- Multiple perspectives.
 Sketch the system and important subsystems from multiple directions. Perspective
can be both useful and powerful in showing the intricacies of a mechanism or the
whole of a design.
- Close-ups.
The material covered and structure used during this lesson is modeled after the process used in the Design
Nature course at Olin College. This material is from the Design Nature course website and was modified for
this lesson plan based on personal experience (DN, 2011).
11
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Close-ups on a smaller or more detailed part separate from the main drawing both
help clarify the design and avoid excess detail in the main drawing.
A date.
 This will help with archiving and is a good practice to get into. Dated work is much
easier to keep straight!

-
TEAM MEETING TIME [25 MINUTES]
* Note that the process described here is outlined for the students in Assignment 4. It may
be beneficial to hand out the assignment before discussion.
Each team should spend the second half of the lesson brainstorming ideas that could
potentially solve their problem statement. These raw ideas should be directly related to
the three areas of opportunity that they have narrowed down to. Encourage the students
to generate as many raw ideas as possible on sticky notes for the first 15 minutes of their
meeting. These can be boring, possible, or blue sky ideas – the greater the range and
diversity, the better!
Then have the students organize the ideas in a way that makes sense to their team (e.g. by
type, by area of opportunity, by boring vs. blue sky vs. possible, etc.). The assignment this
week is for each student to pull three of these ideas and make more detailed sketches of
those three ideas. In the last 5 minutes of class, have the students take three sticky notes
that they will develop sketches for throughout the week. Encourage each student to take
one boring, one possible, and one blue sky idea – the challenge then becomes bringing
boring ideas to life and pulling blue sky ideas back down to earth.
It is likely that the students will not have enough time to finish an adequate amount of
brainstorming and organizing in the time allotted. Thus, be sure to emphasize that they
should take time to meet as a group throughout the week before the next lesson to further
their brainstorming and organization. Don’t have them pick ideas that they are not excited
about!
CONCLUSIONS AND HOMEWORK [5 MINUTES]
- Have students fill out the “End-of-Class Survey” form, which can be found at the end of
this curriculum to gauge student progress, engagement, and confusion.
- Hand out, explain, and review Assignment 4 with the group.
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Assignment 4: Design and Sketching
Due: Start of Lesson 5
Goals and Sketching
The next several weeks will be spent ideating and designing actual solutions to your
problem statement. The first step of this design process is sketching. The goals of
sketching are two-fold:
- Make the designers think about their ideas in space, how subsystems will fit together,
and how it will be used.
- Portray a designer’s idea to others.
Sketching Requirements
Technical sketches have a list of requirements; the purpose of these requirements is to
make sure an idea is technically feasible and to make the idea as realistic as possible in
space. The designer and others viewing the sketch should have a very clear idea of what
the sketch is of, the size of the sketch, how the mechanism in the sketch works, and how
people will interact with it.
A good sketch entails:
- Succinct descriptions of the overall design and the parts of the sketch.
 This will serve as the caption to anyone looking at the sketch.
- Details of the mechanism involved.
 This includes how subsystems will be physically attached to create the full system,
as well as help the designer flesh out the idea further and understand how it fits in
space.
 Dimensions should be given when possible.
- Arrows should be used to illustrate movement or to tie captions to a specific point.
- Clean lines should be used.
 Sketches are best done with sharpie markers to ensure thick, clean lines and to
avoid smudging.
- Utilize a variety of colors.
 Using different colors for each subsection of the system is a useful way to help the
observer differentiate between parts in a model, and helps make the sketch more
readable overall.
- Multiple perspectives.
 Sketch the system and important subsystems from multiple directions. Perspective
can be both useful and powerful in showing the intricacies of a mechanism or the
whole of a design.
- Close-ups.
 Close-ups on a smaller or more detailed part separate from the main drawing both
help clarify the design and avoid excess detail in the main drawing.
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-
A date.
 This will help with archiving and is a good practice to get into. Dated work is much
easier to keep straight!
Ideation
Your team should spend some time brainstorming ideas that could potentially solve your
problem statement. These raw ideas should be directly related to the three areas of
opportunity that your team has narrowed down to. You should generate as many raw
ideas as possible on individual sticky notes, and when you think you are all out of ideas
keep thinking! Consider carrying a pad of sticky-notes around with you this week so that
you can jot down any idea as it comes to mind. Your ideas can be boring, possible, or blue
sky – the greater the range and diversity, the better!
Before you leave your team meeting be sure to organize your ideas in a way that makes
sense to your team. For example, you can arrange them by type, area of opportunity, or by
boring vs. possible vs. blue sky, etc. If you do not finish brainstorming and organizing in
class during lesson 4, do not begin the assigned task until you have had a chance to finish!
In Lesson 5 we will be using your sketches to generate three-dimensional sketch models.
Sketch models are physical prototypes used to explore how a device will work – these are
made out of materials such as foam core, pipe cleaners, paper clips, and duct tape. We will
be building simple hinges, joints, and fasteners to understand how they will move;
however, we are by no means creating a structurally sound prototype! Note: in order to be
successful in the next lesson it is imperative that the sketches you produce include how basic
mechanical components will work and interact.
Task 1: Each member of your team should individually produce three sketches. You
are encouraged to take one boring, one possible, and one blue sky idea – the
challenge then becomes bringing boring ideas to life and pulling blue sky ideas back
down to earth. These sketches should include basic mechanical components and all
of the sketching requirements listed above.
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Lesson 5 – Sketch Modeling12
Schedule: 1 hour
5 Minutes……………... Purpose of Sketch Modeling
30 Minutes…………… How to Make a Sketch Model
20 Minutes…………… Team Meeting Time
5 Minutes……………. Homework Preparation and Conclusions
Lesson Plan Contents
Learning Goals and Objectives……………………………………………………….………………………………38
Massachusetts Education Standards Addressed……………………………………………………………..38
Materials………………………………………………………………………….…………………………………………..39
Preparation………………………………………………………….……………………………………………………….39
Procedure……………………………………………….……………………………………………………………………39
Purpose of Sketch Modeling……………………………………...………………………………………..39
How to Make a Sketch Model……………………………………………………………………...….…...40
Team Meeting Time……………………………………………………………………………………….…...40
Homework Preparation and Conclusions..………………………………………………………………..........41
Learning Goals
-
Develop sketch modeling skills.
Improve team work skills.
Learning Objectives
By the end of this lesson students will:
- Learn to use rudimentary sketch modeling techniques.
- Create two complete sketch models.
Massachusetts Education Standards Addressed [Peyser, 2006]
- “ Identify and explain the steps of the engineering design process”
- “Interpret plans, diagrams, and working drawings in the construction of prototypes or
models.”
The material covered and structure used during this lesson is modeled after the process used in the Design
Nature course at Olin College. This material is from the Design Nature course website and was modified for
this lesson plan based on personal experience (DN, 2011).
12
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Materials
-
Sharpies (Multicolor pack – some for each student)
Foam Core (Several full sheets / team)
Exacto knives and cutting mats (1 per team minimum, best to have 1 per student)
Hot glue (1 gun per team)
Masking tape (1 role per team)
Duct tape (1 role per team)
A collection of straws, pipe cleaners, construction paper, and other supplies of similar
nature (free use for students)
Preparation
-
-
Read over the Foam Core Tips document
 Be prepared to discuss safety instructions
Read over Foam Core Construction Guide
 Practice each method and be prepared to demonstrate a majority of them to the
class. You should be able to make clean cuts, make several different types of
hinges, and construct a simple box.
Set up a station for each team which includes foam core, Exacto knives, hot glue, tape,
and materials for the hinge challenge.
Procedure
PURPOSE OF SKETCH MODELING [5 MINUTES ]
- What is a sketch model?
 A 3-D, simplified model of a 2-D sketch used to better understand the design.
 More developed than a sketch, but less developed than a prototype.
 You use materials that will not be used in the prototype (such as foam core and
pipe cleaners) in place of actual materials.
- There are several purposes for creating sketch models.
 Allows you to visually see how the different components of the mechanism fit
together.
 Allows you to pinpoint flaws in the design.
 Allows you to understand how mechanical components will work and give a
physical check of your mechanical design. Do your hinges work like you think they
will?
- Things to think about
 As you’re moving from 2-D to 3-D are there aspects of your design that can be
improved?
 Are there things that just don’t work?
 These aren’t necessarily changes that should be incorporated into a sketch
model on the fly, but they are things to think about for revising a design.
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
The purpose of sketch modeling is proof of concept, not functionality
 You can prove that mechanical designs move in the way you think they will
without making a fully-functioning foam core machine! Sketch modeling will
help make sure that moving parts aren’t hitting each other when they
shouldn’t be.
HOW TO MAKE A SKETCH MODEL [30 MINUTES]
- Give each student a copy of “Foam Core Tips”
- Go over the safety and cutting tips
- Give each student a copy of the “Foam Core Construction” Guide
 Demonstrate “Start Our Square”
 Demonstrate some or all of the sharp-, slight and large radius-, and lap-joint.
 Demonstrate how to make a simple box.
- Basic Hinge Challenge
 Give each team masking tape, straws, pipe cleaners, two squares of foam core
(~5x3 inches), and a hole punch
 Challenge the teams to make a hinge between the two pieces of foam core with the
materials given to them.
 A common solution is to tape the straw to the long side of one piece of foam
core, string the pipe cleaner through the straw, and attach the pipe cleaner to
the second piece of foam core such that the hinge pivots from the pipe cleaner
running through the straw but is connected securely to both pieces of foam
core.
 Have the students share their results with the class.
TEAM MEETING TIME [20 MINUTES]
- Each student should have produced 3 sketches since the last lesson. Have each team
meet and share the sketches that they produced with each other.
- After each student has shared their designs, have the teams pick the top three sketches
in the following categories:
 Relates to user values
 Relates to areas of opportunity
 Sounds intriguing to team members
- Ideally, well thought-out sketches should rank high in all three of the above categories.
Have each team select two ideas that they will further pursue based on these sketches
and their rankings.
 The students will make sketch models of both of these ideas, and choose a final idea
based on those models.
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-
Before the lesson is over be sure that each team has selected two final ideas to sketch
model and has a plan to complete those sketch models with their team by the start of
the next lesson.
CONCLUSIONS AND HOMEWORK [5 MINUTES]
- Have students fill out the “End-of-Class Survey” form, which can be found at the end of
this curriculum to gauge student progress, engagement, and confusion.
- Hand out, explain, and review Assignment 5 with the group.
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Assignment 5 – Sketch Modeling
Due: Day of Lesson 6
Selecting Two Sketches to Proceed With
Each of you should have produced three sketches by the start of Lesson 5. As a team your
first objective is to sort through your sketches and pick two to proceed with.
Spend 5-10 minutes sharing the sketches you developed. After each member of your team
has shared their designs, pick the top three sketches in the following categories:
- Relates to user values
- Relates to areas of opportunity
- Sounds intriguing to team members
Ideally, well thought-out sketches should rank high in all three of the above categories.
Based on your rankings select two ideas that your team will proceed with based on the
sketches and their rankings. You will be making sketch models of these ideas, so be sure
that the designs you proceed with have room for some non-trivial mechanical design!
Task 1: Select two ideas with your team based on how well each idea relates to user
values, areas of opportunity, and the interests of the team.
Sketch Modeling
By the start of the nest lesson your team should produce one sketch model for each of the
designs that you have chosen to proceed with. These sketch models do not have to be
functional! However, keep in mind that the purpose of sketch modeling is to better
understand your design and help you understand how different components of your
mechanism will interact and fit together. Any complex mechanical features should be
developed with enough detail to prove to your team that their design will be functional in
an actual prototype.
Task 2: As a team, produce one sketch model for each of the two ideas that you
decided to proceed with in Task 1. These sketch models should have enough detail
to prove full 3D functionality, but do not need to be completely functional!
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Lesson 6 – Goals and Physics Estimations
Schedule: 1 hour
30 Minutes…………... Goal Statements
25 Minutes…………… Basic Physics Lessons
5 Minutes……………. Homework Preparation and Conclusions
Lesson Plan Contents
Learning Goals and Objectives………………………………………………………….……………………………43
Massachusetts Education Standards Addressed……………………………………………………………..43
Preparation…………………………………………………………………….…………………………………………….43
Procedure……………………………………………………………………….……………………………………………44
Goal Statements………………..………………………………...……………………………………………..44
Basic Physics Lessons…………………………………………………………………………………………44
Homework Preparation and Conclusions..………………………………………………….………………….45
Learning Goals
-
Develop the intuition to develop practical and challenging goals.
Begin to understand how physics concepts can be applied to a design.
Increase physics knowledge.
Improve quantitative problem solving skills.
Learning Objectives
By the end of this lesson students will:
- Make a list of five-ten project goals.
- Determine which types of physics calculations are necessary to further refine a design.
- Learn the basic physics necessary to refine and analyze a specific design.
Massachusetts Education Standards Addressed [Peyser, 2006]
- “ Identify and explain the steps of the engineering design process”
- “Understand that the engineering design process is used in the solution of problems and
-
the advancement of society”
“Identify and explain the engineering properties of materials used ins structures”
Possible energy, force, and power standards depending on project.
Preparation
Before this lesson each team will have developed two sketch models. Part of this lesson is
to give the students a basic physics lesson which relates to their project of choice. This can
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range from heat and ideal gases to forces and momentum. Thus, before class you should
look at the array of projects students are doing and develop some basic lessons around the
main physics themes coming out through student projects. Ideally students will be able to
look up more physics than you teach them depending on their project, but this lesson will
serve as a starting point for their project physics foundation.
Procedure
TEAM GOALS [30 MINUTES]13
Each team should come to this lesson with two completed sketch models. Their first task is
to determine which design to proceed with for the duration of this project. The students
should consider the following topics when discussing each design:
- How does each design relate to the original areas of opportunities?
- How does each design relate to users and user values?
- Is the mechanical system possible, practical, and appropriately challenging?
- Is the design within your budget?
- Is the design practical within your timeframe?
- Is there an appropriate amount of work for your team size?
- Is the design interesting to the team members?
PHYSICS ESTIMATIONS [25 MINUTES]14
Depending on their project, each team may need a different physics lesson. For example,
some teams may be concerned with heat and ideal gases while other teams may be
concerned with forces. Try to allocate at least 15-20 minutes on the physics overviews
with each team. Here is an example outline for a short lesson on heat and ideal gases:
HEATING A SOLID OR LIQUID MASS
-
-
-
What affects our ability to change something’s temperature?
 Material it’s made of
 Mass of object
 How much energy you put into it
 ∆T=Q/(mC)  Q=mC∆T
What are the units of Q?
 Joules, the same as energy
 Heat is just a form of energy that can transfer between things
Exercises
 Some C values
 Water – 4.18 kJ/kgK
The goals section of this lesson plan was developed by Brittany Strachota and Elizabeth Poindexter, Olin
College Spring 2011 (Olin-NBPT, 2011).
14 The example physics lessons here were developed by Connor Stokes, Olin College Spring 2012.
13
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


 Iron - .449 kj/kgK
How much to heat 5kg of water from 25C to 70C?
 940.5 kJ
How much to heat a 1kg lump of iron from 25C to 1500C?
 662.275 kJ
I drop the iron into the water. Does it turn to steam?
 Trick question – the water reaches 100C, but that won’t make it all steam
HEAT OF FUSION AND HEAT OF VAPORIZATION
-
-
What does temperature vs. time look like as I heat something up?
 Draw graph, horizontal lines at melting and boiling
Heat of vaporization and heat of fusion are energy required to change states
 Temperature doesn’t change
 Energy goes into escaping bonds
Values can be looked up
 2230 kJ/kg heat of vaporization for water
What temperature does the iron need to be to turn all the water to steam?
 26329 C Trick question – iron melts at 1535 C
Heat of vaporization/fusion can be huge compared to heat to actually change
temperature!
IDEAL GAS LAW
-
-
-
How much volume will all that steam take up?
PV=nRT
 P – pascals 1 N/m^2
 V – m^3
 n – moles
 R – 8.314 J/K mol
 T–K
 0.018 kg/mol water
8.5 m^3
What happens when I squeeze a gas?
 If I keep the temperature the same?
 P1V1=P2V2 – Boyle’s Law
What happens if I heat up a gas?
 If I keep the pressure the same?
 V1/T1=V2/T2 – Charles’s Law
 If I keep the volume the same?
 P1/T1=P2/T2
 P1 V1/T1=P2 V2/T2 –Combined Gas Law
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-
If you heat a gas up with consistent volume, the pressure will increase accordingly
If you heat a gas up with consistent pressure, the volume will increase accordingly
CONCLUSIONS AND HOMEWORK [5 MINUTES]
- Have students fill out the “End-of-Class Survey” form, which can be found at the end of
this curriculum to gauge student progress, engagement, and confusion.
- Hand out, explain, and review Assignment 6 with the group.
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Assignment 6 – Goals and Physics
Estimation
Due: Start of Lesson 7
Team Goals
Your team should have come to the start of this lesson with two complete sketch models.
Your first task is to discuss these two designs and pick one to proceed with for the
remainder of this project. Your team should consider the following topics when discussing
each design:
- How does each design relate to the original areas of opportunities?
- How does each design relate to users and user values?
- Is the mechanical system possible, practical, and appropriately challenging?
- Is the design within your budget?
- Is the design practical within your timeframe?
- Is there an appropriate amount of work for your team size?
- Is the design interesting to the team members?
Task 1: Choose one of your two sketch models to be your final design. Inform your
instructor as soon as you have decided – they will need this information for the
second half of Lesson 6.
Physics Estimations
Now that you have gotten a basic physics overview from your instructor, we would like you
to do some relevant estimations and calculations using the material you’ve learned. Please
show your work clearly, and always remember to use units! Units will absolutely help you
in your estimations!
Task 2: Choose two relevant values to estimate. Here are some examples:
For laundry you might want to estimate how much energy in kJ it takes to dry a load, and
how much volume of water vapor you end up producing
For snow melting you might want to estimate how much energy in kJ it takes to melt all the
snow off of a given size car, and how much pressure you might make by heating a gas in a
given volume, or how long it would take to melt a given amount of snow, using a certain
power supply
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Task 3: For each parameter that you estimate, write out the all of the equations
necessary to determine the estimate. Remember, these are equations with numbers
AND units. Please do not forget the units!
This means to write out the estimations in their entirety, not just the physics part.
For example: How much snow are you melting, and how did you get that value? How much
clothing are you drying, and what kind of temperatures do you have to work at?
Task 4: Once you have completed your estimations, find some real world values to
compare them to. How do the values you estimated compare to values you have
found through research?
For example, if you calculate a value in kJ, you might want to look up how many kJ it takes
to use a hair dryer for 15 minutes, or use a hot tub for half an hour. If you’re confident in
your estimations, consider whether you think they compare favorably or not with the
values you looked up.
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Lesson 7 – Design Review Preparation 15
Schedule: 1 hour
15 Minutes…………... Design Review Preparation
40 Minutes…………… In Class Work Time
5 Minutes……………. Homework Preparation and Conclusions
Lesson Plan Contents
Learning Goals and Objectives……………………………………………………………………………………….49
Massachusetts Education Standards Addressed……………………………………………………………..49
Preparation…………………………………………………………………………….…………………………………….49
Procedure………………………………………………………………….…………………………………………………50
Design Review Preparation.…………………………………………………...…………………………..50
In Class Work Time….………………………………………………………………………………...………50
Homework Preparation and Conclusions..………………………………………………….…………………..50
Learning Goals
-
Understand the meaning and importance of a design review
Improve teamwork skills
Gain comfort with expressing your ideas and reasons to others
Learning Objectives
By the end of this lesson students will:
- Understand how to present information in a design review.
- Understand what is important to convey in a design review.
Massachusetts Education Standards Addressed [Peyser, 2006]
- “ Identify and explain the steps of the engineering design process”
- “Understand that the engineering design process is used in the solution of problems and
-
the advancement of society”
“Interpret plans, diagrams, and working drawings in the construction of prototypes or
models”
Preparation
-
Have design review rubric ready to show to students.
The design review format and requirements are modeled after those used in the User-Oriented
Collaborative Design [UOCD] course at Olin College. This material can be found on the UOCD course website,
and was modified for this lesson plan based on personal experience (UOCD, 2012).
15
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-
Be prepared to go over the highlights of what a design review entails.
Procedure
*Note that Assignment 7 details all of the information below. It may be beneficial to hand
out the assignment before going over design reviews so students can follow along.
DESIGN REVIEW PREPARATION [15 MINUTES ]
The following information is detailed on the Design Review Preparation Assignment that
you will give the students, but it may be beneficial to run through some of the highlights of
a design review for the first 10-15 minutes of the lesson.
PURPOSE OF A DESIGN REVIEW
The students have already had one design review, but it is good to remind them exactly
what is expected of them and what the format will be. Hand out the “Design Review
Information” document, and be sure to discuss the major points of this document in class.
- What is a design review?
 A design review is a presentation to others to show your progress and how you
plan to proceed.
- What is the purpose of a design review?
 The purpose of a design review is to get feedback on your progress and suggestions
on how to either fix a flaw or to point out difficulties that you may have and ideas
on how to avoid it.
- How are design reviews formatted?
 These design reviews will be about thirty minutes each:
 Fifteen minutes will be allotted to your presentation.
 Ten minutes will be allotted for your team to field questions.
 The last five minutes will be allowed for comments of instructors and the
setting up of the other team..
IN CLASS WORK TIME [40 MINUTES]
Students should be given a majority of the class to prepare for the design review with their
team.
CONCLUSIONS AND HOMEWORK [5 MINUTES]
- Have students fill out the “End-of-Class Survey” form, which can be found at the end of
this curriculum to gauge student progress, engagement, and confusion.
- Hand out, explain, and review Assignment 7 with the group.
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Assignment 7 – Design Reviews
Due: Start of Lesson 8
Design Review
Now that you have a basic understanding of how design reviews work, we would like you
to create a presentation for your upcoming design review. The presentation will be about
fifteen minutes long, with time for questions afterward.
Design reviews are conducted not only to determine your progress, but to give you advice
on your goals, design, and upcoming difficulties. A better presentation will get you better
feedback, so try to convey your design as well as possible!
- What is a design review?
 A design review is a presentation to others to show your progress and how you
plan to proceed.
- What is the purpose of a design review?
 The purpose of a design review is to get feedback on your progress and suggestions
on how to either fix a flaw or to point out difficulties that you may have and ideas
on how to avoid it.
- How are design reviews formatted?
 These design reviews will be about thirty minutes each:
 Fifteen minutes will be allotted to your presentation.
 Ten minutes will be allotted for your team to field questions.
 The last five minutes will be allowed for comments of instructors and the
setting up of the other team.
Task 1: Create a 15 minute presentation that conveys your design and goals. Include
all of the things on the following list, and anything that you consider pertinent.
Please see the “Design Review Information Sheet” for additional information!
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Lesson 8 – Design Reviews16
Schedule: 30 Minutes per Team
15 Minutes…………... Team Presentation
10 Minutes…………… Peer Questions and Comments
5 Minutes…….…..…… Instructor Questions and Comments
Lesson Plan Contents
Learning Goals and Objectives……...……..………………………………………………………………………...52
Massachusetts Education Standards Addressed……………………………………………………………..52
Materials…………………………………...…………..……………………………………………………………………..53
Preparation…………………………….…………………………………………………………………………………….53
Procedure……………………….……………………………………………………………………………………………53
Team Presentation………...…………………………………………………………………………………..53
Peer Questions and Comments…………………..……………………………………………………….54
Instructor Questions and Comments...……………………………………………..………………….54
Homework Preparation and Conclusions..………………………………………………….…………………..54
Learning Goals
-
Understand the meaning and importance of a design review
Understand the meaning and importance of peer reviews
Improve presentation skills
Gain comfort with expressing your ideas and reasoning to others
Learning Objectives
By the end of this lesson students will:
- Present information in a design review.
- Understand what is important to convey in a design review.
- Practice responding to instructor and peer feedback.
- Practice giving meaningful feedback to peers.
Massachusetts Education Standards Addressed [Peyser, 2006]
- “ Identify and explain the steps of the engineering design process”
- “Understand that the engineering design process is used in the solution of problems and
the advancement of society”
The design review format and requirements are modeled after those used in the User-Oriented
Collaborative Design [UOCD] course at Olin College. This material can be found on the UOCD course website,
and was modified for this lesson plan based on personal experience (UOCD, 2012).
16
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-
“Interpret plans, diagrams, and working drawings in the construction of prototypes or
models”.
Materials
-
Design Review Rubric Grading Sheets (1 per person per team)
Pencils
Clipboards
Cork board or other similar surface for teams to post presentation material
Preparation
-
Set up an area that teams can quickly set up and present in. There should be a place to
hang posters (i.e. corkboard, magnetic white board), a place to display 3D models (i.e.
table), and a means of computer projection for computer images and CAD programs (i.e.
projector).
Procedure
TEAM PRESENTATIONS [15 MINUTES]
The following list was given to the students in the previous assignment – they should cover
the entirety of this list during their design review!
- Materials to bring
 Your (important) deliverables. If you want to talk about something, bring it! It will
help the audience understand what you’re talking about exactly, rather than trying
to visualize it themselves.
 Required: Areas of opportunity, users, user values, estimations, sketches,
sketch models, and any initial CAD.
 Additional sketch models
 A computer with additional visual cues – if you want to present pie charts, photos,
drawings, etc. a computer would be helpful.
- Briefly identify what your team has set out to achieve, give an assessment of how you
are doing, and summarize your accomplishments.
- Outline the issues, identify the ones that will be covered in the review and then describe
them in as much detail as possible. Give reasons for the approaches that you are taking.
- Reflect on what you think is working, what is not, and why. State what you have
learned. If you are havening problems or facing difficult challenges, be sure to point
them out when appropriate.
- Outline your plans in the context of your current status. Include plans for addressing
any opportunities or difficulties that have been identified.
- Please do not give a literal recounting of each step you have taken in the form of “first
we did this, then we did that and then we did something else.” Reviewers will ask you
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to recount these steps during the question and answer period if this information is
needed.
PEER QUESTIONS AND COMMENTS [10 MINUTES ]
Students should be encouraged to ask questions and have conversations around their
designs. They should inquire about design decisions, mechanical design, user values and
interaction, etc. The more conversation between peers the better! They can also give
verbal feedback about parts of the design that stick out in a particularly good or bad way.
Along with verbal feedback the students should all fill out a Design Review Rubric for every
team presentation. This gives the teams written documentation of peer and instructor
comments as well as ratings on their presentation, user and user values, and the concept of
their design.
INSTRUCTOR QUESTIONS AND COMMENTS [5 MINUTES]
Instructors should also take some time to give feedback on the design process, user
interaction and values, and current system design. They should also fill out a Design
Review Rubric.
CONCLUSIONS AND HOMEWORK [5 MINUTES]
- Have students fill out the “End-of-Class Survey” form, which can be found at the end of
this curriculum to gauge student progress, engagement, and confusion.
- Hand out, explain, and review Assignment 8 with the group.
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Assignment 8 – Design Review Day
Due: Start of Lesson 9
Congratulations on finishing your Design Review! Now it is time to take a step back and
reflect on the peer and instructor feedback you received. Meet with your team and decide
which part of your design are well thought out, which parts may need to be re-designed,
and which parts may need to be completely eradicated or re-considered.
While you are doing this continue to update your design sketches and make new sketch
models to test ideas as they come – try and stay on top of your ideas as your team discusses
them!
Task 1: Review your performance during your Design Review with your team. Take
meeting time to reflect on the comments given by peers and instructors and decide
how to interpret these ideas when moving forward.
Task 2: Continue fleshing out your design. As you discuss design decisions with your
team take time to sketch them out both on paper and with 3-D sketch models. The
more physical manifestations of your ideas, the more clarity you will have as to
whether or not they are the right decisions!
** Note that at the start of the next semester (and next lesson) we will spend time reflecting
upon our performance to this point and refining your designs. The point of this exercise is
to write down any team reflections before the long break. If you do this now, your team
will have a better place to start at the beginning of next semester!
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Lesson 9 – CAD Modeling17
Schedule: 1 hour
40 Minutes…………... Materials
15 Minutes…………… Starting to CAD as a Team
5 Minutes………..…… Homework Preparation and Conclusions
Lesson Plan Contents
Learning Goals and Objectives………………………….……………………………………………………………56
Massachusetts Education Standards Addressed……………………………………………………………..56
Materials…………………………………………….………………………………………………………………………..56
Preparation…………………………….…………………………………………………………………………………….57
Procedure………………….…………………………………………………………………………………………………57
Materials……………………………………………………………………………………………………………57
Starting to CAD as a Team…..…………...…………………………………………………………………58
Homework Preparation and Conclusions..………………………………………………….…………………..58
Learning Goals
-
Develop proficiency in design
Develop proficiency in teamwork
Develop proficiency in communication
Learning Objectives
By the end of this lesson students will:
- Utilize a part of the design process (refinement and modeling).
- Collaborate to improve the system being designed.
- Produce a three-dimension CAD model.
Massachusetts Education Standards Addressed [Peyser, 2006]
- “Interpret plans, diagrams, and working drawings in the construction of prototypes or
models”
Materials
-
CAD Software
Internet access
The concepts outlined in this lesson plan were originally devised by Brittany Strachota and Elizabeth
Poindexter, Olin College Spring 2011 (Olin-NBPT, 2011).
17
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Preparation
-
Be sure that each student has their own computer with access to CAD software and the
internet.
If necessary, give the students involved a crash course in their CAD software. This may
have to consume an entire lesson if none of the students have experience. There is not
lesson plan on this simply because there are so many CAD programs, and which one is
used is up to the discretion of the school. Creo has been used in the past.
Procedure
The purpose of today’s lesson is for students to start thinking about materials, realistic
dimensions, and building a full CAD model of their design.
MATERIALS [40 MINUTES ]
Before students can begin CAD modeling they’ll need to consider what materials they will
need to purchase for their design and how this will constrain them when modeling.
- If they students are not building every part of their design from scratch, they should
research which parts they will need to order for their project. For example, if they are
buying a motor, gear mechanism, or frame of some variety, they should spend this time
searching for the necessary materials within their budget. It is important that they
know exactly what they will be working with before they start CAD modeling to ensure
that their system will properly fit together.
- If the students are designing complex pieces for their design, such as gears or complex
mechanical systems, they should use this time to spec these subunits out on paper with
dimensions to try and understand how they will fit together. Part of the point of CAD
modeling is to see how their system (in real dimensions) will work, but they should
have specs for every piece before they start
To give the students some guidance here have them go through this list:
- What are the subsystems within the greater subsystem?
 What do we need for each of these subsystems?
- What does each subsystem do?
 Are we accounting for everything necessary for this functionality?
- How do the subsystems work together?
 Have you considered all of these mechanical interactions? Sketch modeled
them? Are they mechanically feasible and realistic?
To help your students organize their thoughts they will be filling out the chart below. Be
sure that the details of every piece have been determined by the team (or assigned to a
specific team member) before they leave for the day!
Piece
Subsystem
Sketch with
dimensions
Purchased or Designed?
From where or by who?
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Responsible
Team Member
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STARTING TO CAD AS A TEAM [15 MINUTES]
Before the students leave for the day they should divide up pieces of their system to CAD.
Each member should take on approximately the same number of subsystems or pieces of
their design to ensure that they each have some practice CAD modeling. Have the students
consider the following based on their schedules and CAD experience.
-
Which sub systems should be modeled with CAD software first?
 If some systems need to be CAD modeled before others, ensure that the students
working on those can get them done within a short amount of time.
- Who will CAD each subsystem?
 CAD them!
CONCLUSIONS AND HOMEWORK [5 MINUTES]
- Have students fill out the “End-of-Class Survey” form, which can be found at the end of
this curriculum to gauge student progress, engagement, and confusion.
- Hand out, explain, and review Assignment 10 with the group.
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Assignment 9 – CAD Modeling
Due: Start of Lesson 10
Choosing Materials
Before you begin CAD modeling you’ll need to consider what materials you need to purchase for your
design and how these materials will constrain the rest of your design.
-
-
If your team is looking to purchase some of the parts for your design, you must begin
researching and possibly purchasing materials before you begin CAD modeling. It is
important to determine which materials you will be using now because they will
constrain the dimensions and functionality of your design in ways that can only be
determined by CAD modeling that specific component. For example, if you are buying a
motor, gear mechanism, or frame, you should find a system that you can use and CAD
the specific part that you will order. It is important to know exactly what you are
working with before you start CAD modeling to ensure your system will work properly.
If your team is designing any complex pieces for a subsystem of your design such as
gears or complex mechanical systems, you should spec these subunits out on paper
with dimensions to try and understand how they will fit together. Part of the point of
CAD modeling is to see how your system (in real dimensions). You must have specific
dimensions for every piece before you start. If you don’t give dimension to pieces as a
team, each of you will leave and make your pieces different sizes – that won’t work!
Consider the following:
- What are the subsystems within the greater subsystem?
 What do you need for each of these subsystems?
- What does each subsystem do?
 Are we accounting for everything necessary for this functionality?
- How do the subsystems work together?
 Have you considered all of these mechanical interactions
Task 1: Create the following chart with your team and post it in a visible location.
Piece
Subsystem
Sketch with
dimensions
Purchased or Designed?
From where or by who?
59
Responsible
Team Member
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Elizabeth Threlkeld
Starting to CAD Model as a Team
Before you leave class you should divide up the pieces of your system among your group to
be CAD modeled. Each member should take approximately the same number of
subsystems or pieces of the design to ensure that you all get some practice CAD modeling.
The team member assigned to each piece should be recorded in the chart from Task 1.
-
-
Which sub systems should be modeled with CAD software first?
 If some systems need to be CAD modeled before others, ensure that the students
working on those can get them done within a short amount of time.
Who will CAD each subsystem?
 CAD them!
Task 2: Complete the CAD model of the parts of the design you are responsible for as
dictated on the chart from Task 1.
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Lesson 10 – Design Review Preparation18
Schedule: 1 hour
15 Minutes…………... Design Review Preparation
40 Minutes…………… In Class Work Time
5 Minutes……………. Homework Preparation and Conclusions
Lesson Plan Contents
Learning Goals and Objectives………………….……………………………………………………………………61
Massachusetts Education Standards Addressed…………………………………………………………….61
Preparation……………………………….………………………………………………………………………………….62
Procedure…………………….………………………………………………………………………………………………62
Design Review Preparation.………...……………………………………………………………………..62
In Class Work Time….……………………………………...…………………………………………………62
Homework Preparation and Conclusions..………………………………………………….…………………..62
Learning Goals
-
Understand the meaning and importance of a design review
Improve teamwork skills
Gain comfort with expressing your ideas and reasons to others
Learning Objectives
By the end of this lesson students will:
- Understand how to present information in a design review.
- Understand what is important to convey in a design review.
Massachusetts Education Standards Addressed [Peyser, 2006]
- “ Identify and explain the steps of the engineering design process”
- “Understand that the engineering design process is used in the solution of problems and
-
the advancement of society”
“Interpret plans, diagrams, and working drawings in the construction of prototypes or
models.”
The design review format and requirements are modeled after those used in the User-Oriented
Collaborative Design [UOCD] course at Olin College. This material can be found on the UOCD course website,
and was modified for this lesson plan based on personal experience (UOCD, 2012).
18
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Preparation
-
Have design review rubric ready to show to students.
Be prepared to go over the highlights of what a design review entails.
Procedure
DESIGN REVIEW PREPARATION [15 MINUTES ]
The following information is detailed on the Design Review Preparation Assignment that
you will give the students, but it may be beneficial to run through some of the highlights of
the “Design Review Information” document for the first 10-15 minutes of the lesson.
PURPOSE OF A DESIGN REVIEW
The students have already had one design review, but it is good to remind them exactly
what is expected of them and what the format will be.
- What is a design review?
 A design review is a presentation to others to show your progress and how you
plan to proceed.
- What is the purpose of a design review?
 The purpose of a design review is to get feedback on your progress and suggestions
on how to either fix a flaw or to point out difficulties that you may have and ideas
on how to avoid it.
- How are design reviews formatted?
 These design reviews will be about thirty minutes each:
 Fifteen minutes will be allotted to your presentation.
 Ten minutes will be allotted for your team to field questions.
 The last five minutes will be allowed for comments of instructors and the
setting up of the other team.
IN CLASS WORK TIME [40 MINUTES]
Students should be given a majority of the class to prepare for the design review with their
team.
CONCLUSIONS AND HOMEWORK [5 MINUTES]
- Have students fill out the “End-of-Class Survey” form, which can be found at the end of
this curriculum to gauge student progress, engagement, and confusion.
- Hand out, explain, and review Assignment 11 with the group.
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Assignment 10 – Design Reviews
Due: Start of Lesson 11
Design Review
Now that you have a basic understanding of how design reviews work, we would like you
to create a presentation for your upcoming design review. The presentation will be about
fifteen minutes long, with time for questions afterward.
Design reviews are conducted not only to determine your progress, but to give you advice
on your goals, design, and upcoming difficulties. A better presentation will get you better
feedback, so try to convey your design as well as possible!
- What is a design review?
 A design review is a presentation to others to show your progress and how you
plan to proceed.
- What is the purpose of a design review?
 The purpose of a design review is to get feedback on your progress and suggestions
on how to either fix a flaw or to point out difficulties that you may have and ideas
on how to avoid it.
- How are design reviews formatted?
 These design reviews will be about thirty minutes each:
 Fifteen minutes will be allotted to your presentation.
 Ten minutes will be allotted for your team to field questions.
 The last five minutes will be allowed for comments of instructors and the
setting up of the other team.
Task: Create a 15 minute presentation that conveys your design and goals. Include
all of the things on the following list, and anything that you consider pertinent.
Please see the “Design Review Information Sheet” for additional information!
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Lesson 11 – Design Reviews19
Schedule: 30 Minutes per Team
15 Minutes…………... Team Presentation
10 Minutes…………… Peer Questions and Comments
5 Minutes…….…..…… Instructor Questions and Comments
Lesson Plan Contents
Learning Goals and Objectives…….…………………………………………………………………………………64
Massachusetts Education Standards Addressed…………………………………………………………….64
Materials………………………….…………………………………………………………………………………………..65
Preparation………….……………………………………………………………………………………………………….65
Procedure…….………………………………………………………………………………………………………………65
Team Presentation...…………………………………………………………………………………………..65
Peer Questions and Comments…………..……………………………………………………………….66
Instructor Questions and Comments...……………………………………..………………………….66
Homework Preparation and Conclusions..………………………………………………….…………………..66
Learning Goals
-
Understand the meaning and importance of a design review
Understand the meaning and importance of peer reviews
Improve presentation skills
Gain comfort with expressing your ideas and reasoning to others
Learning Objectives
By the end of this lesson students will:
- Present information in a design review.
- Understand what is important to convey in a design review.
- Practice responding to instructor and peer feedback.
- Practice giving meaningful feedback to peers.
Massachusetts Education Standards Addressed [Peyser, 2006]
- “ Identify and explain the steps of the engineering design process”
- “Understand that the engineering design process is used in the solution of problems and
the advancement of society”
The design review format and requirements are modeled after those used in the User-Oriented
Collaborative Design [UOCD] course at Olin College. This material can be found on the UOCD course website,
and was modified for this lesson plan based on personal experience (UOCD, 2012).
19
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-
“Interpret plans, diagrams, and working drawings in the construction of prototypes or
models.”
Materials
-
Design Review Rubric Grading Sheets (1 per person per team)
Pencils
Clipboards
Cork board or other similar surface for teams to post presentation material
Preparation
-
Set up an area that teams can quickly set up and present in. There should be a place to
hang posters (i.e. corkboard, magnetic white board), a place to display 3D models (i.e.
table), and a means of computer projection for computer images and CAD programs (i.e.
projector).
Procedure
TEAM PRESENTATIONS [15 MINUTES]
The following list was given to the students in the previous assignment – they should cover
the entirety of this list during their design review!
- Materials to bring
 Your (important) deliverables. If you want to talk about something, bring it! It will
help the audience understand what you’re talking about exactly, rather than trying
to visualize it themselves.
 Required: Areas of opportunity, users, user values, estimations, sketches,
sketch models, and any initial CAD.
 Additional sketch models
 A computer with additional visual cues – if you want to present pie charts, photos,
drawings, etc. a computer would be helpful.
- Briefly identify what your team is set out to achieve, give an assessment of how you are
doing, and summarize your accomplishments.
- Outline the issues, identify the ones that will be covered in the review and then go into
those. Give reasons for the approaches that you are taking.
- Reflect on what you think is working, what is not, and why. State what you have
learned. If you are havening problems or facing difficult challenges, be sure to point
them out when appropriate.
- Outline your plans in the context of your current status. Include plans for addressing
any opportunities or difficulties that have been identified.
- Please do not give a literal recounting of each step you have taken in the form of “first
we did this, then we did that and then we did something else.” Reviewers will ask you
to recount these steps during the question and answer period if this information is
needed.
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PEER QUESTIONS AND COMMENTS [10 MINUTES ]
Students should be encouraged to ask questions and have conversations around their
designs. They should inquire about design decisions, mechanical design, user values and
interaction, etc. The more conversation between peers the better! They can also give
verbal feedback about parts of the design that stick out in a particularly good or bad way.
Along with verbal feedback the students should all fill out a Design Review Rubric for every
team presentation. This gives the teams written documentation of peer and instructor
comments as well as ratings on their presentation, user and user values, and the concept of
their design.
INSTRUCTOR QUESTIONS AND COMMENTS [5 MINUTES]
Instructors should also take some time to give feedback on the design process, user
interaction and values, and current system design. They should also fill out a Design
Review Rubric.
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Assignment 11 – Design Review Day
Due: Start of Lesson 12
Congratulations on finishing your Design Review! Now it is time to take a step back and
reflect on the peer and instructor feedback you received. Meet with your team and decide
which parts of your design are well thought out, which parts may need to be re-designed,
and which parts may need to be completely eradicated or re-considered.
While you are doing this continue to update your design sketches, making new sketch
models to test ideas as they come, and maintaining an updated CAD model – try and stay on
top of your ideas as your team discusses them!
Task 1: Review your performance during your Design Review with your team. Take
meeting time to reflect on the comments given by peers and instructors and decide
how to interpret these ideas when moving forward.
Task 2: Continue fleshing out your design. As you discuss design decisions with your
team take time to sketch them out both on paper and with 3-D sketch models. The
more physical manifestations of your ideas, the more clarity you will have as to
whether or not they are the right decisions!
Task 3: Continue to update and maintain your CAD model. As pieces change in your
minds change them in your CAD model. Use your CAD software to test new ideas and
understand how your design decisions are impacting the physical manifestation of
your system.
** Note that during the next lesson we will begin building our first physical prototypes!
This means that your CAD model should be in a “finalized” state by the next lesson. This
does not have to be your final CAD model; however, all of the pieces should be put together
in a final full assembly of your system so that you can start building. If necessary, some of
your pieces can be “black box” pieces, meaning that you allocate the proper dimensions of
space in your assembly with a box where a piece will go, and you then continue to work on
that piece until it is done 
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Lesson 12 – Reflection and Validation 20
Schedule: 1 hour
30 Minutes…………... Team Reflection
20 Minutes…………… Team Regrouping
5 Minutes…...………… Conclusions and Individual Reflection Overview
5 Minutes……………… Homework Preparation and Conclusions
Lesson Plan Contents
Learning Goals and Objectives……………………………………….………………………………………………68
Massachusetts Education Standards Addressed…………………………………………………………….68
Materials………………………………………………………….…………………………………………………………..69
Preparation………………………………………….……………………………………………………………………….69
Procedure……………………………….……………………………………………………………………………………69
Team Reflection…..………………...…………………………………………………………………………..69
Team Regrouping.…………………………..………………………………………………………………….70
Individual Reflection Overview……………….……………………..…………………………………...70
Homework Preparation and Conclusions..…………………………………………………………….............71
Learning Goals
-
Develop group reflection skills
Develop individual reflection skills
Develop analysis and revision skills
Learning Objectives
By the end of this lesson students will:
- Reflect with a team and refine team ideas based on long term goals
- Refine individual learning goals and objectives and connect them to a team project
- Understand what the students expect to get out of this project both in a team and
individual setting.
Massachusetts Education Standards Addressed [Peyser, 2006]
- “ Identify and explain the steps of the engineering design process”
- “Understand that the engineering design process is used in the solution of problems and
the advancement of society”
This lesson plan was developed by Brittany Strachota and Elizabeth Poindexter, Olin College Spring 2011
(Olin-NBPT, 2011).
20
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Materials
-
Post-it Notes (1 pad / student)
Sharpies (Multicolor pack – some for each student)
Butcher Paper (1 3 foot piece / student pair)
Preparation
-
Make sure all student work from the first semester is in a single location where they
look over and reflect upon it
Procedure
All three sections of today’s lesson are detailed in Assignment 2.1. The purpose of this
lesson is to give students time to work with their team and reflect individually. The
students should begin Assignment 2.1 in class (detailed below and in the assignment) and
finish it before lesson 2.2.
TEAM REFLECTION [30 MINUTES]
Reflection is an integral part of the design process. It is easy to continually move forward,
but without taking time to reflect, designers can lose sight of the real objectives. We are
now halfway through the project! This is the perfect time to reevaluate and set new goals.
-
-
-
Students will spend the first part of the lesson reflecting with their teams. They will
discuss their goals and progress thus far.
Students should devise a rough schedule for the rest of the project with big deadlines in
mind (Final CAD model, final prototype, final presentation, etc.) as well as any other
goals the instructor sets along the way.
Students will devise a plan for task division. Each week somebody should:
 Record Meeting Notes
 Monitor the team’s progress as compared to the team schedule
 Lead team discussions (this position should rotate weekly)
 Be sure to discuss different roles
 How should tasks be divided?
 How should tasks be assigned (criteria for choice)?
Students will develop several objectives for their team (as a unit), including a means of
measuring the success of each. For example:
 Objective: To design a device capable of harvesting a significant amount of
energy.
 Measure of Success (deliverable): The device will be able to charge a 1.5-Volt
battery within three hours, as estimated by our calculations.
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TEAM REGROUPING [20 MINUTES]
After the reflection period, each team should take some time to remind themselves of the
design and technical aspects of their project thus far. Whatever the students are not able to
finish in class should be completed by the team as homework by the next lesson. Students
should:
- Discuss the overview of their entire system.
- Identify subsystems that are present in their design. How detailed is the design of these
systems right now? How much work needs to be done here?
- Have students discuss potential subteams or task division models (one that allows
everyone to CAD and calculate!)
- When students are taking a second look at the sketches and CAD model that they
produced last semester, they should be sure that they answer the following questions
(and adjust their design if they can’t!)
 What should the project actually do? What is its primary function?
 How will people interact with it?
 Are there size/shape restrictions? Does the project need to fit within a specific
space?
 Where will this project be located?
- Students should then take a closer look at the subsystems involved in their project.
 What are the subsystems within the greater system?
 What does each subsystem do?
 How do the subsystems work together?
INDIVIDUAL REFLECTION OVERVIEW [5 MINUTES]
Each student set goals and had expectations at the start of this project. Now that each
student has a better idea of how the project works, they should take some time individually
to document their thoughts in one-two pages. They should avoid writing down only their
first response to each point below – push them to think beyond the immediate, surfacelevel thoughts. As students reflect, they will be considering the following:
- An honest evaluation of your progress toward achieving the goals he/she initially set
for him/herself at the start of this project.
 Address each goal – include specific examples of things he/she has done to work
towards the goal and things that he/she can do to continue the progress
 It’s OK if the students have not begun to progress toward every goal! This
reflection is meant to serve as a tool for him/her to gauge his/her own work – a
checkpoint.
- What is going well within the team?
- What is going well from the instructor’s end?
- In what ways can his/her team improve? What can he/she do personally to facilitate
this?
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-
In what ways can the instructor improve? How should they do this?
Each student will list several personal objectives for the remainder of the project,
including a means of measuring the success of each – Note:
 He/she must include relative objectives related to teamwork, design,
quantitative analysis, and qualitative analysis. What skills will he/she develop?
How will he/she develop them? What will he/she be able to show at the
conclusion of the project? Students should strive to address role differentiation
among their teams. For example:
 Objective: To gain leadership skills (a teamwork objective)
 Measure of success (deliverable): I will take a leadership role at selected
team meetings. This includes…
 One of his/her objectives must be related to physics/math/engineering skills
(this may be included in the quantitative analysis objective)
 How will he/she establish the skills they he/she does not have yet? (i.e.
communication skills, leadership skills, etc.)
 Each student should have about a handful of objectives, but it is important that
they do not sacrifice quality for quantity. Each student should think about each
objective carefully. What does he/she want to learn? How can he/she achieve
this goal? What does he/she want to be able to show at the conclusion of the
project? Flesh out each objective to the greatest extent possible.
CONCLUSIONS AND HOMEWORK [5 MINUTES]
- Have students fill out the “End-of-Class Survey” form, which can be found at the end of
this curriculum to gauge student progress, engagement, and confusion.
- Hand out, explain, and review Assignment 9 with the group.
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Assignment 12 – Reflection
Due: Day of Lesson 13
Team Reflection
Spend some time with your team discussing your goals and project progress thus far. The reflection
should then be written as a team (approximately one page). Be sure to include the following:
-
-
A rough schedule for the rest of the project
A plan for task division; each week, somebody should:
 Record meeting notes
 Monitor the team’s progress as compared to the team schedule
 Lead team discussions
 Rotate all of these duties weekly
 Also be sure to discuss role differentiation in general
 How should tasks be divided?
 How should tasks be assigned (criteria for choice)?
Several objectives for the team (as a unit), including a means of measuring the success
of each
 For example:
 Objective: To design a device capable of harvesting a significant amount
of energy.
 Measure of success (deliverable): The device will be able to charge
Task 1: Detail the above points in a 1-2 page document to be handed into your
instructor by the start of Lesson 2.2.
Team Regrouping
After the reflection period, each team should take some time to remind themselves of the
design and technical aspects of their project thus far. Whatever the students are not able to
finish in class should be completed by the team as homework by the next lesson. Students
should:
- Discuss the overview of their entire system.
- Identify subsystems that are present in their design. How detailed is the design of these
systems right now? How much work needs to be done here?
- Have students discuss potential subteams or task division models (one that allows
everyone to CAD and calculate!)
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-
-
When students are taking a second look at the final design sketch that they produced
last semester, they should be sure that they answer the following questions (and adjust
their design if they can’t!)
 What should the project actually do? What is its primary function?
 How will people interact with it?
 Are there size/shape restrictions? Does the project need to fit within a specific
space?
 Where will this project be located?
Students should then take a closer look at the subsystems involved in their project.
 What are the subsystems within the greater system?
 What does each subsystem do?
 How do the subsystems work together?
Task 2: Detail the above points in a 1-2 page document to be handed into your
instructor by the start of Lesson 2.2.
Individual Reflection
Each of you set some goals at the beginning of the project. Now that you have a better
understanding of the program and your work, take some time to reflect and document your
thoughts (approximately one-two pages). Avoid writing down only your first response to
each point; push yourself to think beyond the immediate/surface. Include the following:
- An honest evaluation of your progress toward achieving the goals you set for yourself in
the initial survey
 Address each goal – include specific examples of things you have done to work
toward the goal and things you can do to continue the progress
 It’s okay if you have not begun to progress toward a particular goal! This
reflection is meant to serve as a tool for you to gauge your own work – a
checkpoint for yourself.
- What is going well within your team?
- What is going well on the Olin end?
- In what ways can your team improve? What can you do, personally, to facilitate this?
- In what ways can the Olin team improve? How can we do this?
- Several personal objectives for the remainder of the project, including a means of
measuring the success of each – Note:
 You must include objectives related to teamwork, design, quantitative analysis,
and qualitative analysis – What skills will you develop? How will you develop
them? What will you be able to show at the conclusion of the project? Try to
address role differentiation among your team.
For example –
Objective: To gain leadership skills (a teamwork objective).
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


Measure of success (deliverable): I will take a leadership role at
selected team meetings. This includes…
One of your objectives must be related to physics/math/engineering skills (this
may be included in the quantitative analysis objective)
How will you establish the skills you do not have yet (i.e.: communication skills,
leadership skills, et cetera)?
You should have about a handful of objectives, but do not sacrifice quality for
quantity. Think about each objective carefully. What do you want to learn? How
can you achieve the goal? What do you want to be able to show at the conclusion
of the project? Flesh out EACH objective to the greatest extent possible.
Task 3: Detail the above points in a 1-2 page document to be handed into your
instructor by the start of Lesson 2.2.
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Lesson 13 – Physical Prototyping
Schedule: 1 hour
5 Minutes....……….... Prototyping Timeline
50 Minutes…………… In Class Work Time
5 Minutes……………. Homework Preparation and Conclusions
Lesson Plan Contents
Learning Goals and Objectives………………………………….……………………………………………………75
Massachusetts Education Standards Addressed……………………………………………………………..75
Materials…………………………………………………….………………………………………………………………..75
Preparation…………………………………….…………………………………………………………………………….76
Procedure………………………….…………………………………………………………………………………………76
Prototyping Timeline…..……………...……………………………………………………………………..76
In Class Work Time…….…………………………………...…………………………………………………76
Homework Preparation and Conclusions..………………………………………………….…………………..76
Learning Goals
-
Develop proficiency in processes critical to prototype development for a specific
project.
Develop confidence in physical prototyping abilities.
Develop teamwork skills.
Learning Objectives
By the end of this lesson students will:
- Be trained to use a 3D printer, laser-cutter, and/or machine shop tools when needed.
- Brainstorm the best methods for prototype construction with their team.
- Produce a complete physical prototype with their team.
Massachusetts Education Standards Addressed [Peyser, 2006]
- “Interpret plans, diagrams, and working drawings in the construction of prototypes or
models.”
Materials
-
Any parts that students have ordered.
Equipment for any possible or necessary laser cutting or 3D printing.
Tool box (1 / team).
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Preparation
-
This lesson should be allocated as work time for the students. The most important role
of the instructor is to be around for students to answer questions.
Procedure
PROTOTYPING TIMELINE [5 MINUTES]
- Ideally, students will be able to iterate through a minimum of two physical prototypes
between this lesson and the end of the semester.
- There should be two weeks after lesson 5 to allow students to have a complete
prototype finished before lesson 6.
- Students will then reflect and redesign for 1 week and then build a second prototype.
- The semester will conclude with a final design review for their peers, instructors, and
any outside visitors the high school instructors feel comfortable inviting.
IN CLASS WORK TIME [50 MINUTES]
- Students should be given time to work in class.
- Ideally, this time will be used for prototyping activities that they cannot do without an
instructor such as laser cutting, 3D printing, or machine shop use.
- This time is also ideal for students to ask questions concerning physics, known
engineering practices, or to simply run ideas past the instructors.
- It is important that each student takes on a significant amount of prototyping work. If
necessary, sit with each group and help them evenly divide up their team’s prototyping
tasks.
CONCLUSIONS AND HOMEWORK [5 MINUTES]
- Have students fill out the “End-of-Class Survey” form, which can be found at the end of
this curriculum to gauge student progress, engagement, and confusion.
- Hand out, explain, and review Assignment 13 with the group.
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Assignment 13 – Physical Prototyping
Due: Day of Lesson 14
Prototyping Timeline
-
You will have two weeks to complete your first prototype.
You will then reflect, refine, and redesign for one week, followed by a second prototype
iteration.
First Physical Prototype
-
You will be given a majority of class this week to work.
Ideally, this time will be used for prototyping activities that you cannot do without an
instructor such as laser cutting, 3D printing, or machine shop use.
This time is also ideal for you to ask questions concerning physics, known engineering
practices, or to simply run ideas past the instructors.
It is important that each team member takes on a significant amount of prototyping
work. Before prototyping begins, assign specific tasks to team members.
Task 1: Before your team can start constructing a prototype, you must determine
which sub-parts need to be developed. Divide up the construction of each part
among your team members and ensure that all parts are complete by the end of
week 1 of the prototyping phase.
Task 2: After each sub-part has been built, meet as a team and build! You should
have a full prototype after 2 weeks of starting this prototyping phase.
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Lesson 14 – Parameter Analysis
Schedule: 1 hour
5 Minutes……………... Quantitative Analysis Overview
5 Minutes…...………… Qualitative Analysis Overview
5 Minutes…...………… Qualitative and Quantitative Comparison Overview
40 Minutes……………. In Class Work Time
5 Minutes……………… Homework Preparation and Conclusions
Lesson Plan Contents
Learning Goals and Objectives………………………….……………………………………………………………78
Massachusetts Education Standards Addressed…………………………………………………………….78
Materials…………………………………………….………………………………………………………………………..79
Preparation…………………………….…………………………………………………………………………………….79
Procedure………………….…………………………………………………………………………………………………79
Quantitative Analysis Overview………..…………………………………………………………………79
Qualitative Analysis Overview………………………………………..…………………………………..79
Qualitative and Quantitative Comparison..…………………………………………………………..79
In Class Work Time….…………………………………………………………………………………………79
Homework Preparation and Conclusions..………………………………………………….…………………..79
Learning Goals
-
Improve quantitative analysis skills.
Improve qualitative analysis skills.
Improve diagnosis skills.
Learning Objectives
By the end of this lesson students will:
- Evaluate parameters associated with their design qualitatively.
- Evaluate parameters associated with their design quantitatively..
- Explain important scientific principles of their design qualitatively and quantitatively.
Massachusetts Education Standards Addressed [Peyser, 2006]
- “ Identify and explain the steps of the engineering design process”
- “Identify and explain the engineering properties of materials used in structures (e.g.
elasticity, plasticity, R value, density, strength).”
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Materials
-
Post-it Notes (1 pad / student)
Sharpies (Multicolor pack – some for each student)
Butcher Paper (1 3 foot piece / student pair)
Any materials needed for a specific project
Preparation
-
Prepare examples of qualitative analysis, quantitative analysis, and qualitative and
quantitative comparison that are relevant to the projects your students are working on.
Be prepared to help students with any necessary physics equations and calculations.
Procedure21
Give each student a copy of Assignment 6.
QUALITATIVE ANALYSIS [5 MINUTES]
Read through the qualitative analysis portion of Assignment 14. Try to give examples of
the tasks they are being designed that are relevant to some of their projects. Answer any
questions concerning this portion of the assignment.
QUANTITATIVE ANALYSIS [5 MINUTES]
Read through the quantitative analysis portion of Assignment 14. Try to give examples of
the tasks they are being designed that are relevant to some of their projects. Answer any
questions concerning this portion of the assignment.
QUALITATIVE AND QUANTITATIVE COMPARISON [5 MINUTES]
Read through the qualitative and quantitative comparison portion of Assignment 14. Try
to give examples of the tasks they are being designed that are relevant to some of their
projects. Answer any questions concerning this portion of the assignment.
IN CLASS WORK TIME [40 MINUTES]
Students will work through Assignment 6 with their team for the duration of the lesson.
What they don’t finish in class will be homework, due by Lesson 15.
CONCLUSIONS AND HOMEWORK [5 MINUTES]
- Have students fill out the “End-of-Class Survey” form, which can be found at the end of
this curriculum to gauge student progress, engagement, and confusion.
- Hand out, explain, and review Assignment 14 with the group.
This analysis was outlined by Brittany Strachota and Elizabeth Poindexter, Olin College Spring 2011 (OlinNBPT, 2011).
21
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Assignment 14 – Parameter Analysis
Due: Day of Lesson 15
Before beginning to redesign, you must identify the parameters most likely to influence the
performance of your design. This will be done through both qualitative and quantitative analysis.
Qualitative Analysis
-
-
Identify parameters that will influence your object’s performance.
 Which parameters influence the performance the most?
Determine what should be measured to assess your object’s “success”
 Energy input versus output
 Difficulty of building
 Aesthetics
 Other
Analyze each parameter qualitatively
 What happens to the performance if you make a parameter bigger or smaller?
How much difference does it make? Why?
 Is there any limit to how big / small the parameter can be? What is it?
 Approximately what value should the parameter have?
Task 1: Produce a document or poster detailing the above points of your qualitative
analysis.
Quantitative Analysis
-
-
-
Think about simplifications that will make quantitative analysis easier
 What geometric shapes are similar to parts of your CAD? Can you approximate
parts of your design as spheres, cylinders, rectangles, et cetera?
 How good is your approximation? Are you introducing a lot of error?
Identify equations that might be useful in relating the purpose of your design to your
parameters.
 This might be scientific formulae, like the energy in a moving object or the
energy needed to heat or cool something.
 This might be mathematical, like the volume of a cylinder or box.
Find values for constants in your equations
 You may need to know the mass of something, the specific heat capacity, etc.
Solve your equations!
 According to your equations, how does the parameter impact your object’s
performance? To what degree?
 What are the biggest sources of error in your equations, and how big of a
different do these sources of error make in your results?
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Task 2: Produce a document detailing your thoughts and calculations from your
quantitative analysis. Every equation, parameter value, and solution should have a
written explanation of why you used that particular equation or value, as well as why
that value makes sense. Be sure to address and document all of the above points!
Qualitative and Quantitative Comparison
Compare your quantitative results with your qualitative expectations. Are your results in
line with your qualitative analysis? If not, which do you think is right and why?
Task 3: Produce a document detailing your comparison, sources of error between
your qualitative and quantitative results, and your initial thoughts for which
parameters are the most important to refine and redesign.
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Lesson 15 – Redesign
Schedule: 1 hour
10 Minutes…………... Redesign and Design Review Overview
45 Minutes…………… In Class Work Time
5 Minutes………….... Homework Preparation and Conclusions
Lesson Plan Contents
Learning Goals and Objectives……………………………………….………………………………………………82
Massachusetts Education Standards Addressed…………………………………………………………….82
Materials………………………………………………………….…………………………………………………………..83
Preparation………………………………………….……………………………………………………………………….83
Procedure……………………………….……………………………………………………………………………………83
Redesign……………………………………………………………………………………………………………83
Design Review Overview...………………………………………………...………………………………..84
Design Review Details…..………………………………………………….…………………………………84
In Class Work Time………………………………………………………….………………...………………84
Homework Preparation and Conclusions..………………………………………………….…………………..84
Learning Goals
-
Improve quantitative analysis skills.
Improve qualitative analysis skills.
Improve diagnosis skills.
Improve teamwork skills
Learning Objectives
By the end of this lesson students will:
- Explain important scientific principles of their design qualitatively and quantitatively.
Massachusetts Education Standards Addressed [Peyser, 2006]
- “ Identify and explain the steps of the engineering design process”
- “Understand that the engineering design process is used in the solution of problems and
-
the advancement of society”
“Interpret plans, diagrams, and working drawings in the construction of prototypes or
models.”
“Identify and explain the engineering properties of materials used in structures”
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Materials
-
Post-it Notes (1 pad / student)
Sharpies (Multicolor pack – some for each student)
Butcher Paper (1 3 foot piece / student pair)
Computers with CAD software
Any other materials relevant to a specific project
Preparation
-
Be prepared to help students determine where to start when beginning to redesign. Be
prepared to help them organize parameters and start altering them in meaningful ways.
Procedure
WRITTEN SUMMARY [3 MINUTES]22
Give an overview of your expectations for the written redesign plan. Each team will
complete a written summary of the steps that they will take in redesign.
- Which parameters need to be changed based on the calculations made in the previous
lesson?
- How should these parameters be changed (larger, faster, etc.)?
- How do you expect these changes will improve your model (ex. How ill energy output
change)?
Ultimately, each team will need to hand in a bulleted outline or paragraph form explanation
of their redesign plan. This should include explanations for each change they are making,
and detail how and why they think these changes will improve their design.
REDESIGN [3 MINUTES ] 23
Following composing their written design plan, students will execute their theoretical
design modifications. Students will begin by refining their CAD model. They should divide
individual parts or subsystems among their team when doing a second CAD iteration.
Suggest that they finish this in a timely manner to ensure that they have enough time to
prototype.
Students should also consider what parts they need to order or produce for their final
prototype. These should be ordered immediately to ensure that they arrive before the
students want to start constructing their final prototype. Once each new piece or
subsystem is complete, they will produce a final prototype to show at the final design
review presentations.
The concepts outlined in this portion of the lesson plan were originally devised by Brittany Strachota and
Elizabeth Poindexter, Olin College Spring 2011 (Olin-NBPT, 2011).
23 The concepts outlined in this portion of the lesson plan were originally devised by Brittany Strachota and
Elizabeth Poindexter, Olin College Spring 2011 (Olin-NBPT, 2011).
22
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DESIGN REVIEW OVERVIEW [4 MINUTES]24
The design review details and expectations given to the students are detailed at the end of
this lesson plan. At this point the students have had several design reviews so they should
know what to expect; however, it may be beneficial to run through some of the highlights of
the “Design Review Information” document to refresh their memory.
- Remind students that they should tell a story of their process during their design
review. We are interested in both their final product and how they got there.
- Though they should focus on their final design, CAD, and prototype, students should
have the following at their design review: Areas of opportunity, users, user values,
estimations, sketches, sketch models, initial and final CAD models, and initial and final
prototypes.
PURPOSE OF A DESIGN REVIEW
The students have already had one design review, but it is good to remind them exactly
what is expected of them and what the format will be.
- What is a design review?
 A design review is a presentation to others to show your progress and how you
plan to proceed.
- What is the purpose of a design review?
 The purpose of a design review is to get feedback on your progress and suggestions
on how to either fix a flaw or to point out difficulties that you may have and ideas
on how to avoid it.
- How are design reviews formatted?
 These design reviews will be about thirty minutes each:
 Fifteen minutes will be allotted to your presentation.
 Ten minutes will be allotted for your team to field questions.
 The last five minutes will be allowed for comments of instructors and the
setting up of the other team.
IN CLASS WORK TIME [50 MINUTES]
Students should be given a majority of the class to prepare for the design review with their
team.
CONCLUSIONS AND HOMEWORK [5 MINUTES]
- - Have students fill out the “End-of-Class Survey” form, which can be found at the end
of this curriculum to gauge student progress, engagement, and confusion.
- Hand out, explain, and review Assignment 15 with the group.
The design review format and requirements are modeled after those used in the User-Oriented
Collaborative Design [UOCD] course at Olin College. This material can be found on the UOCD course website,
and was modified for this lesson plan based on personal experience (UOCD, 2012).
24
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Assignment 15 – Redesign
Due: Start of Lesson 16
Written Summary
Before you can redesign, your team must complete a written summary of the steps that you
will take in the redesign process.
- Which parameters need to be changed based on the calculations made in the previous
lesson?
- How should the parameters be changed (larger, faster, etc.)? To what degree?
- How do you expect these changes will improve your design?
Task 1: Compose a bulleted outline or paragraph form explanation of your redesign
plan. Be sure to include explanations for each change you are making, and detail
how and why you think these changes will improve your design.
Redesign
Once you have a plan for redesign, you can execute your theoretical design modifications!
- Begin refining your CAD model
 Divide tasks equally among team members – determine which team member will
modify which part (and any necessary parts associated with that part).
 Be sure that you have set dimensions for every part so that your individual work
is consistent with your team work!
Task 2: Produce a final CAD model with the changes you decided upon.
-
Order, design, and produce any new or altered pieces that you will need for a final
prototype.
 Once each individual part has been altered in the CAD model, it must be altered
in your prototype!
 Divide any parts that need to be ordered, laser cut, 3D printed, etc. among your
team. Be sure this is done in a timely manner such that your team has enough
time to construct a final physical prototype for the final design review.
Task 3: Order, design, and/or produce any pieces your team needs for the final
prototype. Once these pieces are complete, produce a final prototype for your final
design review presentation.
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Design Review
Now that you have a basic understanding of how design reviews work, we would like you
to create a presentation for your upcoming design review. The presentation will be about
fifteen minutes long, with time for questions afterward.
Design reviews are conducted not only to determine your progress, but to give you advice
on your goals, design, and upcoming difficulties. A better presentation will get you better
feedback, so try to convey your design as well as possible!
- What is a design review?
 A design review is a presentation to others to show your progress and how you
plan to proceed.
- What is the purpose of a design review?
 The purpose of a design review is to get feedback on your progress and suggestions
on how to either fix a flaw or to point out difficulties that you may have and ideas
on how to avoid it.
- How are design reviews formatted?
 These design reviews will be about thirty minutes each:
 Fifteen minutes will be allotted to your presentation.
 Ten minutes will be allotted for your team to field questions.
 The last five minutes will be allowed for comments of instructors and the
setting up of the other team.
Task 4: Create a 15 minute presentation that conveys your design and goals. Include
all of the things on the following list, and anything that you consider pertinent.
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Lesson 16 – Final Design Review25
Schedule: 30 Minutes per Team
15 Minutes…………... Team Presentation
10 Minutes…………… Peer Questions and Comments
5 Minutes…….…..…… Instructor Questions and Comments
Lesson Plan Contents
Learning Goals and Objectives……………………………………………………………………………….………87
Massachusetts Education Standards Addressed…………………………………………………………….87
Materials………………………………………………………………………………………………….…………………..88
Preparation………………………………………………………………………………….……………………………….88
Procedure……………………………………………………………………….……………………………………………88
Team Presentation………………………………………………………...…………………………………..88
Peer Questions and Comments…………………………………………………………………..……….89
Instructor Questions and Comments...…………………………………………………………………89
Learning Goals
-
Understand the meaning and importance of a design review
Understand the meaning and importance of peer reviews
Improve presentation skills
Gain comfort with expressing your ideas and reasoning to others
Learning Objectives
By the end of this lesson students will:
- Present information in a design review.
- Understand what is important to convey in a design review.
- Practice responding to instructor and peer feedback.
- Practice giving meaningful feedback to peers.
Massachusetts Education Standards Addressed [Peyser, 2006]
- “ Identify and explain the steps of the engineering design process”
- “Understand that the engineering design process is used in the solution of problems and
-
the advancement of society”
“Interpret plans, diagrams, and working drawings in the construction of prototypes.”
"Identify and explain the engineering properties of materials used in structures”.
The design review format and requirements are modeled after those used in the User-Oriented
Collaborative Design [UOCD] course at Olin College. This material can be found on the UOCD course website,
and was modified for this lesson plan based on personal experience (UOCD, 2012).
25
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Materials
-
Design Review Rubric Grading Sheets (1 per person per team)
Pencils
Clipboards
Cork board or other similar surface for teams to post presentation material
Preparation
-
Set up an area that teams can quickly set up and present in. There should be a place to
hang posters (i.e. corkboard, magnetic white board), a place to display 3D models (i.e.
table), and a means of computer projection for computer images and CAD programs (i.e.
projector).
Procedure
TEAM PRESENTATIONS [15 MINUTES]
The following list was given to the students in the previous assignment – they should cover
the entirety of this list during their design review!
- Materials to bring
 Your (important) deliverables. If you want to talk about something, bring it! It will
help the audience understand what you’re talking about exactly, rather than trying
to visualize it themselves.
 Required: Areas of opportunity, users, user values, estimations, sketches,
sketch models, initial and final CAD models, and initial and final prototypes.
 Additional sketch models – if you have another idea, don’t be afraid to create a
sketch model and bring it.
 Any additional CAD or prototype iteration that you did.
 A computer with additional visual cues – if you want to present pie charts, photos,
drawings, etc. a computer would be helpful.
- Briefly identify what your team is set out to achieve, give an assessment of how you are
doing, and summarize your accomplishments.
- Outline the issues, identify the ones that will be covered in the review and then go into
those. Give reasons for the approaches that you are taking.
- Reflect on what you think is working, what is not, and why. State what you have
learned. If you are havening problems or facing difficult challenges, be sure to point
them out when appropriate.
- Outline your plans in the context of your current status. Include plans for addressing
any opportunities or difficulties that have been identified.
- Please do not give a literal recounting of each step you have taken in the form of “first
we did this, then we did that and then we did something else.” Reviewers will ask you
to recount these steps during the question and answer period if this information is
needed.
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PEER QUESTIONS AND COMMENTS [10 MINUTES ]
Students should be encouraged to ask questions and have conversations around their
designs. They should inquire about design decisions, mechanical design, user values and
interaction, etc. The more conversation between peers the better! They can also give
verbal feedback about parts of the design that stick out in a particularly good or bad way.
Along with verbal feedback the students should all fill out a Design Review Rubric for every
team presentation. This gives the teams written documentation of peer and instructor
comments as well as ratings on their presentation, user and user values, and the concept of
their design.
INSTRUCTOR QUESTIONS AND COMMENTS [5 MINUTES]
Instructors should also take some time to give feedback on the design process, user
interaction and values, and current system design. They should also fill out a Design
Review Rubric.
CELEBRATE !
Give the students huge congratulations (maybe a pizza party?) – They’re done!
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References
-
-
-
-
-
-
(EM, 2011)
This reference is the course introduction used for the Theoretical Electricity and
Magnetism course taught at Olin College by Yevgeniya Zastavker. The structure of the
introduction for this AHS Capstone project was modeled after the introduction from
this course. This reference was found in Zastavker’s Teaching and Learning course
material, another course taught at Olin College.
(Olin-NBPT, 2011)
This reference is curriculum that was written by Brittany Strachota and Elizabeth
Poindexter for a similar high school engineering design course taught by Olin College
students during the 2011-2012 school year. Some of the lesson plans in this project are
modeled after the work Strachota and Poindexter did during that year.
(UOCD, 2012)
This reference is the User-Oriented Collaborative Design course taught at Olin College.
Many lesson plans surrounding the design process and design reviews were modeled
after the material in this course, as is internally cited through this project report.
Material and curriculum from the User-Oriented Collaborative Design course can be
found on the course website: http://design.olin.edu/courses/uocd/
(DN, 2011)
This reference is the Design Nature course taught at Olin College. Many lesson plans
surrounding the design process, sketching, sketch modeling, CAD modeling, and
prototyping were modeled after the material in this course, as is internally cited
through this project report. Material and curriculum from the Design Nature course can
be found on the course website: http://design.olin.edu/courses/dn/
(Peyser, et al., 2006)
Peyser, James A, Ann Reale, Christopher Anderson, Harneen Chernow, Patricia
Plummer, Roberta Schafer, Abigail Thernstorm, Henry Thomas, Trevor Frederick, and
David Driscoll (October 2006). Massachusetts Science and Technology/Engineering
Curriculum Framework. Retrieved May 2012, from
http://www.doe.mass.edu/frameworks/scitech/1006.pdf
This reference details the K-12 education requirements dictated by the Massachusetts
Department of Education in October 2006. The Technology/Engineering Standards are
discussed in the introduction of this set of curriculum.
(21st Century, 2011)
A Framework for 21st Century Learning. (2011). Retrieved May 2011, from
http://www.p21.org/overview
This reference details the Massachusetts Department of Education collaboration with
21st century skills, as is discussed in the introduction of this set of curriculum.
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