Sheila Porter Intel Ireland PowerPoint Presentation I Overview

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

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

Design & Discovery – The History 2002Designed in the US for summer camps. 2003Adapted for use in Irish schools. 2004Pre-pilot carried out in two schools in January. Evaluation conducted by Education Dept. in Trinity College, Dublin. Pilot expanded to 50 schools in September. ’05/06Master Training Sessions held in Intel Ireland. D & D is rolled out nationally to 200 teachers via regional education centres in association with TYCSS. 2007Design and Discovery validated as a Transition Unit by the NCCA (National Council for Curriculum and Assessment). ’07/08300 teachers using using D & D nationwide.

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

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

Design & Discovery – Resources  Downloadable  Teacher Guide  Student Booklet  Resources and supplementary materials  Photographs and videos of projects and activities  Teacher forum Design and Discovery website Click on Teachers tab and select Engineering

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

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

Curriculum Overview Design and Discovery

8.The 3 R’s of Problem Identification 9.A Solution Taking Shape 12.Prototype Practicalities 13.Prototype Review 14.Prototype Evaluation and Presentation 15.Final Presentations 10.Project Analysis 11.Making It ! Models, Trials and Tests 1.Jump into the Designed World I 2.Jump into the Designed World II 3.Material Science Understanding the Design Process Engineering Fundamentals Thinking Creatively about Problems and Solutions Making Modelling and Materialising Prototyping and Final Presentations 4.Electronic Engineering I 5.Electronic Engineering II 6.Making Machines and Observing Functionality 7.Robotics Sessions Design & Discovery Overview

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

Understanding the Design Process Design and Discovery

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

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

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

A Selection of Paperclips

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

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

SCAMPER and the Potato Peeler

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

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

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

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 Session 2 : Jump into The Design World II

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

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

Session 3: Material Class & Properties In this session Students learn how to differentiate and select materials based on their properties Material Classes metals, ceramics, polymers and composites The Properties of Materials Materials tested for 1.Density 2.Ductility vs Brittleness 3.Strength 4.Fatigue 5.Electrical Conductivity 6.Thermal Conductivity 7.Optical Properties Material Applications What are they used for? Material Choice What are the best materials to use? Do Materials Matter? Environmental impact and cost

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: Material Class & Properties Session 3, Activity A

Session 3: Material Class & Properties Mass Volume Tensile Strength Electrical Conductivity Test Checking the values on the Internet

Session 3: Material Class & Properties  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 Class organisation

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? Session 3, Activity B DESIGN PROJECT - WHAT MATERIALS MIGHT BE SUITABLE? Session 3: Material Class & Properties

Engineering Fundamentals Sessions 4.Electronic Engineering I 5.Electronic Engineering II 6.Making Machines and Observing Functionality 7.Robotics PowerPoint Presentation II Thinking Creatively

Ireland Education