Sheila Porter Intel Ireland

1. PowerPoint Presentation I Overview Sheila Porter Intel Ireland

2. Training Goals • Become familiar with Design and Discovery (D&D) curriculum, and resources • Experience the curriculum activities with hands-on learning • Be fully prepared to implement D & D in your school and know what your next steps are for success • Develop and share strategies for implementation. Use the people resources you have while here – each other and your trainers. Web resource.

3. What is ‘Design and Discovery’ Project based pre-engineering module designed by Intel Irelandfor 16 year olds Website - http://www.skoool.ie Click on Teachers tab and select Engineering “I never teach my pupils, I only attempt to provide the conditions in which they can learn.” - Albert Einstein

4. Design & Discovery – The History

5. Design & Discovery – Aims D & D aims to develop in the student • an understanding of the role of engineering and design • improved problem solving, analytical, inquiry and manual skills • teamwork and independent learning skills • an ability to make informed subject choices at senior level • an awareness of the many and varied career opportunities in engineering

6. Design & Discovery - Objectives At the end of the module the student will • Recognise design opportunities in their everyday lives • Understand the 10 step design process used by professional engineers • Understand the principles of materials science, simple mechanics, electronics and robotics • Understand the concept of systems, components and parts COMPLETE AND PRESENT A PROJECT DEMONSTRATING A DESIGN SOLUTION

7. Design & Discovery – Resources Design and Discovery website http://www.skoool.ie/ Click on Teachers tab and select Engineering • Downloadable • Teacher Guide • Student Booklet • Resources and supplementarymaterials • Photographs and videos of projects and activities • Teacher forum

8. www.skoool.ie

9. TEACHER GUIDE • Overview of each Session • Supplies – Make sure to check this section well ahead • Key Concepts – Background information, useful websites and other references • Answers to questions and numerical problems • Copies of all student worksheets • Guidelines for organising fieldtrips • Supplementary information on electronics and mechanics

10. Students are not expected to master all the theory. They are encouraged to work in groups and share their ideas Enquiry based Practical Logical Interdisciplinary Project based Fun to do Team based

11. Design and Discovery Curriculum Overview

12. Design & Discovery Overview Sessions • Jump into the Designed World I • Jump into the Designed World II • Material Science Understanding the Design Process • Electronic Engineering I • Electronic Engineering II • Making Machines and Observing Functionality • Robotics Engineering Fundamentals Thinking Creatively about Problems and Solutions • The 3 R’s of Problem Identification • A Solution Taking Shape • Project Analysis • Making It ! Models, Trials and Tests Making Modelling and Materialising • Prototype Practicalities • Prototype Review • Prototype Evaluation and Presentation • Final Presentations Prototyping and Final Presentations

13. Design & Discovery – Timeline • Planner in Teacher Guide and Student Booklet so spend some time in first class filling out dates, etc. 30 hours 15 sessions (each session 2 hours) 3x40 minutes each week (1x80 minute period + 1x40 minute)

14. Design and Discovery Understanding the Design Process

15. Build a Better Paper Clip Session 1: Jump into The Design World I Goal: Experience the design process by re-engineering an everyday object Outcome: Design and engineer a new paper clip that meets specified requirements Description: After careful observations of how different kinds of paperclips function and perform, students design a new paperclip that meets several requirements including a unique look They build their paperclip using a selection of materials and prepare drawings of the various designs Each designer then presents their model Session 1, Activity B

16. Session 1: Jump into The Design World I Build a Better Paperclip Materials • Wire, wirecutters, sample paperclips, paper, pencil, ruler Criteria • Must be unique • No bigger than 5 cm square • Must hold 10 pieces of paper • Must be safe for small children • Other materials may be used to enhance your design • The design must be drawn in the design notebook Session 1, Activity B

17. Session 1: Jump into The Design World I Build a Better Paperclip Suggestions • Lay out all completed designs on the bench • Students judge designs, e.g. 10 points each for: • uniqueness • ability to do job • safety • aesthetics Discussion • Improve solution, test, evaluate and revise Session 1, Activity B

18. A Selection of Paperclips

19. Session 1: Jump into The Design World I Build A Better Paperclip Many new design ideas

20. 10 STEP DESIGN PROCESS 1 Identify a design opportunity 10 Improve your solution. Test, evaluate, revise 2 Research the Design opportunity 3 Brainstorm possible solutions to the problem 9 Build the prototype 8 Build models and component parts 4 Write a design brief 7 Prepare design requirements and conceptual drawings 5 Research your solution 6 Refine your solution

21. SCAMPERand the Potato Peeler

22. Session 2 : Jump into The Design World II SCAMPER and the Potato Masher Goal: Apply the SCAMPER technique to components of a potato masher. Outcome: Improve the 3 main components of a standard potato masher using SCAMPER Description: Students look at the different components of a potato masher and apply the scamper technique to each of them. They are introduced to technical drawing by enhancing an existing drawing with their improvements Session 2, Activity B

23. Session 2 : Jump into The Design World II SCAMPER & The Potato Masher S ubstitute • Snowglobe on handle – seasonal potato masher C ombine • Potato peeler incorporated into handle • Detachable heads – could be used to mash to different textures A dapt M agnify/Minimise • Thicker handle – easier to grip P ut to other uses • Use to whip cream E liminate/Elaborate • Made from stainless steel – easier to clean R earrange/Reverse • T-shaped handle – easier to push down on Session 2, Activity B

24. Seasonal handle Potato peeler in handle Stainless steel Interchangeable head SCAMPER The Potato Masher

25. Session 2 : Jump into The Design World II Design Opportunities and Everywhere Goal: Learn to identify problems, needs and opportunities for design improvements Outcome: Students generate a list of 10 problems that they see as opportunities for design solutions Description: This activity begins the students’ project development. Another brainstorming technique called ‘Activity Mapping’ is introduced where students identify an activity, the steps in this activity and where there could be room for improvement. Following this a walking tour is a good way to give students ideas for design opportunities. Session 2, Activity C

26. Ziba Design Activity Mapping Cleaning Your Teeth • Pre-Activity: Preparation • Activity: Brushing your teeth • Post-Activity: Cleaning up • Assessment: Session 2, Activity C

27. Brilliant idea!!! Session 2 : Jump into The Design World II Design Opportunities are Everywhere What problems would YOU like to solve? • List 10 problems – these may be changed or added to at any stage

28. Session 3: Material Class & Properties In this session Students learn how to differentiate and select materials based on their properties

29. Session 3: Material Class & Properties Test 2 : Ductility v’s Brittleness Q. How easily does the material stretch when a force is applied? Chocolate bar test • Frozen caramel bar: Brittle (breaks immediately) • Caramel bar: Ductile (stretches before breaking) Session 3, Activity A

30. Session 3: Material Class & Properties Tensile Strength Mass ElectricalConductivity Test Checking the values on the Internet Volume

31. Session 3: Material Class & Properties Class organisation • Have a range of materials ready: Glass stoppers, corks, wooden and metal cubes, polystyrene, broken ceramic tiles, plastic spoons, wooden rulers, etc. • Set up 7 stations. Have the students move around the lab until every test is completed • Make sure that all the results are recorded in the Design Notebook • Discuss and compare the results. Talk about accuracy and why replicates need to be done • After each test discuss design issues –What is the relevance of the particular property and what might the material be used for

32. Session 3: Material Class & Properties Materials Applications Students are given specific problems to solve and ask themselves questions such as: • Which properties are important? • Which materials have these important properties? • What materials would you use? DESIGN PROJECT - WHAT MATERIALS MIGHT BE SUITABLE? Session 3, Activity B

33. Engineering Fundamentals Sessions • Electronic Engineering I • Electronic Engineering II • Making Machines and Observing Functionality • Robotics 8.- 15. PowerPoint Presentation II Thinking Creatively

34. Ireland Education