EDCI270
Educational Technology
Case 2-STEM Lesson Plan
Coots, Michael
Hinton, Lauren
Neel, Mary
Overview:
Through the creation of a wooden puzzle cube students will be introduced the design process
and how it applies to their lives. Using modern 3D modeling software and traditional graph paper
students will experience the difference between the tools used in the design process and how
they both are still integral to good design.
Objectives:
At the end of the activity the students will have:
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Designed a puzzle cube on 3D graph paper using 4 unique pieces without any gaps or
overlaps, overall cube size should be 3” X 3” X 3”
Created a 3D model in IronCAD by creating 3D parts of the 4 pieces drawn on graph
paper
Produced the cube as a final product using premeasured 1” wooden cubes while adhering
to the 3D IronCAD model and the 2D drawings
Teaching Standards:
Engineering and Technology Education
2.1 System Models and steps in the Engineering design Process
2.2 Applications of the Engineering design process
Required Materials:
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3D graph paper
Pencils
Computer with IronCAD
Premeasured 1” wood cubes
Markers
Rulers
Wood glue or alternate adhesive
Procedures:
1. Group students individually with their College Mentor.
2. Explain the process of Design to the students. The design process starts by defining the
problem or the need that will be addressed by the product or solution. Next the design
needs constraints and criteria to guide the design process and keep the original problem in
focus. Constraints are specific details that need to be addressed or followed by the design,
while the criteria are means by while the design will be evaluated. Following this is the
brainstorming or idea generation step. Once ideas are formed and a solution starts to
develop then a prototype is created to implement the solution. The prototype is tested and
then retooled to account for new information gained from testing. The new prototype is
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EDCI270
Educational Technology
Case 2-STEM Lesson Plan
Coots, Michael
Hinton, Lauren
Neel, Mary
tested and the process continues until an acceptable prototype is produced. The final
prototype is then evaluated by an outside source to confirm whether or not it solves or
meets the needs or problem that was defined at the beginning of the process.
3. Explain how the project relates to the design process. Through this project students will
need to discuss and define a problem or need with the instructor, i.e. students want a
puzzle cube. Once they understand the need they will be given constraints and criteria for
their designs, which can be adjusted to better relate to the students. When the students
understand the problem, the constraints, and the criteria they will be ready to start
brainstorming ideas for their pieces. Using these pieces they will then start “prototyping”
their puzzle cubes, deciding which pieces fit together and which will give them the final
product that they want. After these “prototypes” are finished they will transcribe the
designs into IronCAD and create a 3D model of their puzzle cube. When the model is
finished they will evaluate it to make sure it meets the constraints and criteria of the
design. Passing this evaluation they will use their 3D model and 2D design to create their
pieces out of the premeasured wooden cubes. The product is finished when the pieces are
assembled to create puzzle cube. They will then evaluate their puzzle cubes for the final
time before submitting them for grading.
4. Discuss constraints and criteria with students such as: (how large the final cube will be,
how many pieces the cube should consist of, etc).
a. Assembled cube should be 3 blocks cubed, 27 1” cube blocks total (constraint)
b. Each piece should be unique and interconnected (criteria)
c. Each piece should consist of at least 3 blocks (constraint)
d. The puzzle should consist of 4-6 pieces (constraint)
e. The pieces should fit together without overlapping pieces or gaps between pieces
(criteria)
5. Brainstorm puzzle piece ideas and draw those ideas out on graph paper. Students will
need to produce about 15 different ideas.
6. Students should select their favorite idea and start constructing their puzzle cube on graph
paper.
7. Once the puzzle cube is on graph paper, the students will need to model them in
IronCAD. Each piece should be a separate part file.
8. In a new project file, import the new puzzle pieces, and piece them together. Using the
tools in IronCAD use the pieces to construct the puzzle cube, then with another tool
create an exploded view.
9. Students should print out a copy of the exploded view of the puzzle cube.
10. Students should start constructing puzzle pieces with pre-measured cubes with the use of
glue.
11. Once the pieces are all created have students assemble the finished puzzle cube.
Assessment:
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EDCI270
Educational Technology
Case 2-STEM Lesson Plan
References:
3
Coots, Michael
Hinton, Lauren
Neel, Mary