1. Ireland Education WELCOME! Day1 Intro with video Course overview and objectives Resources (freebies & sources) Books Section 1 –Build better paperclip –The design process –Potato peeler (SCAMPER) –Intro to day 2

2. Ireland Education What is ‘Design and Discovery’ Project based learning for 15 year olds Pre-engineering modular course for TY students Introduction to the designed world Engineering fundamentals Use of design processes Linkage to JC and LC science and physics

3. Ireland Education Background Designed in the US for summer camps ‘02 Curriculum localised for TY in Ireland ‘03 Pre-pilot carried out in 2 schools Jan ‘04 Evaluation conducted by Dr. Mathews, TCD Expansion of pilot to 50 schools Sept. ’04 Evaluation of expanded pilot 2005 National proliferation through TYCSS Sept. ‘05

4. Ireland Education Why Design and Discovery? Helps students understand how much of the real world is created. Helps students look critically at the designed world and tap into their own capacity to create change. Helps students develop their understanding of important scientific concepts. Strengthen skills in problem solving, creativity, risk taking and decision making. “I never teach my pupils, I only attempt to provide the conditions in which they can learn.” - Albert Einstein

5. Ireland Education Transition Year Aims Education for maturity with the emphasis on personal development including social awareness and increased social competence. The promotion of general, technical and academic skills with an emphasis on interdisciplinary and self-directed learning. Education through experience of adult and working life as a basis for personal development and maturity.

6. Ireland Education Training Goals Become familiar with Design and Discovery curriculum, and resources Experience the curriculum activities with hands-on learning Be fully prepared to implement 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.

7. Ireland Education Design and Discovery Video PLAY (click to play video)PLAY

8. Ireland Education Training Format Walk through the curriculum Hands-on 2 hats Inquiry based teaching "Tell me and I forget, show me and I remember, involve me and I understand.“ – Anon. “I never teach my pupils, I only attempt to provide the conditions in which they can learn.” - Albert Einstein

9. Ireland Education Design and Discovery Curriculum Overview

10. Ireland Education 4567 Engineering Fundamentals Thinking Creatively about Problems and Solutions 89 10 Making, Modeling, And Materializing 1113 Prototyping and Final Presentations Activity A Build Better Paper Clip Activity B The Design Process Activity C The Potato Peeler Home Work Curriculum Structure SIX SECTIONS… 1 Jump into The Designed World Each SESSION includes ACTIVITIES Student Instructions Further Reading Student Instructions Further Reading Student Instructions Further Reading Further Reading Student Booklet …with 13 Sessions (13 x 3 periods) 1 Understanding the Design Process 23 12

11. Ireland Education Curriculum Structure Section 1: Understanding the Design Process 1.Jump Into The Designed World Section 2: Engineering Fundamentals 2.Material Science 3.Electronic Engineering I 4.Electronic Engineering II 5.Making Machines and Observing Functionality Section 3: Thinking Creatively about Problems and Soluions 6.3 R’s of Problem Identification 7.A Solution Taking Shape Section 4: Making, Modelling and Materializing 8.Understanding Systems and Design Requirements 9.Planning for Models and Tests 10.Making It!, Models, Trials and Tests Section 5: Prototyping 11.Prototype Practicalities 12.Develop It and Test It! Section 6: Final Presentations 13.Final Presentation

12. Ireland Education Resources Film Canisters –Any photo developing shop Crankshaft –Clothes Hanger wire works well –A good idea to allow students to make a box, if using milk cartons as video suggests.. Can be very sloppy.. Sour milk etc Electronics –Supplied by Intel LegoBuggy –Supplied by Intel Robotics –Supplied by Intel Miscellaneous Equipment –Other equipment e.g. pliers, paperclips, scissors etc can be sourced locally

13. Ireland Education The Design Process 1.Identify a design opportunity 2.Research the design opportunity 3.Brainstorm possible solutions to the problem 4.Define the problem 5.Research your solution 6.Refine your solution 7.Prepare design requirements and conceptual drawings 8.Build models and component parts 9.Build a solution prototype 10.Improve your solution. Test, evaluate and revise.

14. Ireland Education Curriculum Sessions 120 minutes in duration (3 x 40min classes) 2 to 4 hands-on Activities. Key concepts discussed Teacher manual contains all the information needed to deliver each activity. Student booklets contain instructions for each activity and also some further reading. Teacher manual also contains all the student instructions and student further reading material. Each Activity lists all needed supplies Activities may be supplemented with additional readings and Home Work opportunities

15. Ireland Education Format –Goal –Outcome –Description –Supplies –Preparation –Procedure Curriculum Activities

16. Ireland Education Teachers Website Teacher Guide –Key Concepts and further information for teachers –Engineering as a Career –Engineering Profiles –Irish Engineering Projects Student Booklet (Worksheets and Readings) Workshop presentation Share ideas Discuss issues Demonstration videos Student Examples Mentors

17. Ireland Education Section 1 Understanding the Design Process Practice seeing the world from a designed perspective and learn how to guide students through the design process. The 10-step Design Process is introduced here and revisited throughout the curriculum.

18. Ireland Education Session 1: Jump Into the Designed World In This Session:- A.Build a Better Paper Clip (40mins) B.The Design Process (20mins) C.Potato Peeler Upgrades (20mins) D.SCAMPER and the Potato Masher (35mins) E.Design Opportunities and Everywhere (5mins and H/W)

19. Ireland Education 1A. Build a Better Paper Clip Goal:- Experience the design process by re-engineering and 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 construct them using a selection of materials and prepare drawings of the various designs. Each designer presents out on their model.

20. Ireland Education Design Challenge The owners of P&C Office Supplies are seeking new designs for paper clips. The company has come across hard times and believes a new paper clip design could revive their once thriving business. It is up to you to save their company. Use you imagination and creativity to invent a new paper clip design, the owners have come up with requirements for the design. Requirements –Your paper clip will be unique. It cannot look like any paper clip you have seen before, but it may have features of other clips. –It can be no bigger than 2 inches –It must hold 10 pieces of paper together –Your main material must be wire –It must not be a hazzard to small children. –You should use your design notebook to draw your various designs Draw sketches of your ideas. You must name your design. Be prepared to present your design. Time allowed : 10mins Debrief : 15 mins

21. Ireland Education

22. Ireland Education Some student results

23. Ireland Education 1B. The Design Process Goal:- Become familiar with the design process. Outcome:- The experience with designing paperclips is formalises into a design process that guides students through their design and engineering projects. Description:- A group discussion of the paper clip activity collects the students experiences with the design process they experienced directly. This discussion moves to connecting their experience to a general design process (outlined on 1B handout: The Design Process). A short reading that clarifies the relationship between design, engineering, and scientific research wraps up the activity.

24. Ireland Education Introducing The Design Process 1. Identify a Design Opportunity/Problem to Solve. 2. Research the Design Opportunity. 3. Brainstorm Possible Solutions to the Problem. 4. Define the problem. 5. Research your solution. 6. Refine your solution. 7. Prepare design requirements and conceptual drawings. 8. Build models and component parts. 9. Build a solution prototype. 10. Improve your solution. Test, evaluate, and revise.

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

26. Ireland Education 1C. Potato Peeler Upgrade Goal:- Introduce and practice SCAMPER, a creative technique for improving existing designs. Outcome:- Learn and practice the SCAMPER process. Description:- Students learn about and use SCAMPER, a systematic technique for generating ideas about improving existing designs. They study a potato peeler and try to create ideas about designing an improved peeler.

27. Ireland Education SCAMPER (Session 1, Activity C and D) Substitute Combine Adapt Magnify / Minimize Put to other uses Eliminate / Elaborate Rearrange / Reverse.

28. Ireland Education SCAMPER and the Potato Peeler

29. Ireland Education 1D. 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.

30. Ireland Education 1E. 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.

31. Ireland Education Activity Mapping (Session 1, Activity E) 1.Pre-Activity: Describes what is done before the activity 2.Activity: Explains what is involved in the activity 3.Post-Activity: Included what is involved after the activity 4.Assessment: Involves how one knows if the activity has been successful.

32. Ireland Education Cleaning Your Teeth Pre-Activity: Preparation Activity: Brushing your teeth Post-Activity: Cleaning up Assessment: Questions for students What products are involved in each process Consider any problems with products / potential improvements / new products What could make life easier for people

33. Ireland Education Day 2 Section 2 Engineering Fudamentals Agenda: Registration (5mins) Introduction/Overview (5mins) Material Science -Test the properties of various materials(20mins) Feedback/questions(10mins) Material applications -Break into groups and select one or two problems from material applications, brainstorm ideas, draw rough diagrams(10mins) Material Choice –Discuss (5mins) Coffee break (15mins)

34. Ireland Education Day 2 Section 2 Engineering Fudamentals Agenda: Electronics 1 & 2 Overview (10mins) Activities: Using diagrams from workbooks (15mins) Activity A: Building Simple Circuits Activity B: Using Simple Switches Activity C: Using a Silicon Chip Activity D: Completing the input pattern for the 4093 Feedback/Questions (5mins) Activity 2: Using Diagrams from workbooks(15mins) Activity A: A Reed Switch Circuit. Activity B: Making an LED flash. Activity C: Controlling a Motor.

35. Ireland Education Day 2 Section 2 Engineering Fundamentals Making Machines and Observing Functionality Overview (5mins) Build crankshaft or Rolling toy (15mins) Feedback/Questions(10mins) Preview of Day 3(5mins)

36. Ireland Education Section 2 Engineering Fundamentals Goal: Understand the basic principles of materials, electrical, and mechanical engineering, which may be incorporated into students’ projects. Practice testing material properties, wiring circuits, and making a mechanical devices. Session 2: Material Science Session 3: Electronic Engineering I Session 4: Electronic Engineering II Session 5: Mechanics

37. Ireland Education Session 2 Materials Science Activity A: Properties of materials Activity B: Material application Activity C: Material choice

38. Ireland Education Session 2 Materials A Properties of materials B Material applications C Material choice

39. Ireland Education A. Properties of materials Four material categories: 1.Metals: Steel,Aluminium,Iron 2.Ceramics:Porcelain,Glass,Tiles 3.Polymers:Plastic,Rubber,Adhesives 4.Composites:Fibreglass,Plywood,Concrete

40. Ireland Education Material Properties 1.Density 2.Ductility 3.Strength 4.Fatigue 5.Electrical conductivity 6.Thermal conductivity 7.Optical properties

41. Ireland Education Material test 1 : Density Q. What materials are most dense? Materials: Brick,Wood,Styrofoam Rate the materials :High,medium,low Examples: High density; Paperweight,Construction Low density; Backpack,Tennis racket

42. Ireland Education Test 2 :Ductility v’s Brittleness Q. How easily does it stretch when a force is applied? Chocolate bar test: Frozen caramel bar: Brittle(breaks immediately) Caramel bar: Ductile(stretchs before breaking)

43. Ireland Education Activity 2 Ductility Materials: wooden stick, plastic spoon, metal spoon, tile Test: Bend all and rate them from the most to the least ductile

44. Ireland Education Result : Activity 2 Ductility Plastic,wood,metal Examples: Bridges, furniture: must allow for some bending. Rubberbands,plastic bags: must allow for lots of bending Foor tiles,bookshelves: cannot allow for any bending

45. Ireland Education Test 3 Strength(tensile) Q.How much weight can it hold without failing or breaking? Materials: Newton masses, paper,aluminium foil, plastic bags Test: Attach masses to materials until material breaks

46. Ireland Education Result : Activity 3 Strength Plastic(strongest),aluminium,Paper (weakest) Examples: Strong materials are needed in construction such as concrete and steel

47. Ireland Education Test 4 Fatigue Q. How much repeated stress cause material to break or fail? Materials: plastic ties,paper clips,thin plywood. Test: Bend all, counting times it takes to break. Rate from most to least fatigue resistent

48. Ireland Education Result : Activity 4 Fatigue Plywood(most resistent),steel,plastic(least resistent) Examples: Fatigue is most important when materials are used repeatedly eg. paper clips, bridges.Fatigue is not an issue for disposable objects such as paper plates

49. Ireland Education Test 5 Electrical conductivity Q. Does electricity pass easily through material? Materials:Battery,wire,bulb,aluminium foil,cardboard,plastic,ceramic tiles Test: Make an electrical circuit with each material to see if bulb lights

50. Ireland Education Result: Activity 5 Electrical conductivity Aluminium(conductor) Cardboard,plastic,ceramic (insulators) Examples: Insulators are important around electrically conductive wires

51. Ireland Education Test 6 Thermal conductivity Q.Does heat pass through material easily? Materials:Candle,matchs,aluminium cardboard,plastic,ceramic tiles Test:Hold candle in flame a few inches from material for 10 seconds and note how hot it becomes and how hot it remains

52. Ireland Education Results : Activity 6 Thermal conductivity High thermal conductivity : object feels hot and stays hot. Aluminium(high),ceramic(medium), paper(medium),plastic(low) Examples: Baking sheets,radiators(conductors) Polystyrene cups(insulators)

53. Ireland Education Test 7 Optical properties Q.How easily does light pass through the material? Materials:Torch,plastic bag,plastic cup, plastic bucket Test:Compare materials by shining light through them

54. Ireland Education Results : Activity 7 Thermal conductivity Plasctic bag(transparent) plastic cup(translucent) plastic bucket (opaque) Examples: Transparent (windshields,glasses) Translucent (bathroom window) Opaque (curtains)

55. Ireland Education B Material 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?

56. Ireland Education Problems Spoon to mix hot soup ingredients Lightweight golfclub Clothesline Phonebooth with facilities for lap-top use

57. Ireland Education Erin Soup spoon

58. Ireland Education Eircom phone booth

59. Ireland Education C. Material choice Economic and environmental factors are involved when choosing material Students have to choose a material to package a new fruit juice

60. Ireland Education Activity 1 Students figure out the overall cost of one container MaterialNo of Containers/Kg Material cost/Kg Shipping cost/kg Aluminium3070.5 Glass40.030.5 Plastic150.5

61. Ireland Education Activity II Students figure out which is cheaper,raw or recycled material MaterialScrap/KgReprocessing scrap/Kg Disposal/Kg Aluminium 0.050.150.02 Glass 0.01 0.02 Plastic 0.150.50.04

62. Ireland Education Activity III Environmental cost MaterialKg of CO avoided per Kg of recycling Aluminium4.5 Glass0.2 Plastic0.8

63. Ireland Education Session 3 and 4 Electronic Engineering I&II

64. Ireland Education Electronics Bag

65. Ireland Education Session 3 Activity A: Building Simple Circuits Activity B: Using Simple Switches Activity C: Using a Silicon Chip Activity D: Completing the input pattern for the 4093

66. Ireland Education Session 4 Activity A: A Reed Switch Circuit. Activity B: Making an LED flash. Activity C: Controlling a Motor. PLAY VIDEO

67. Ireland Education Resistors

68. Ireland Education Session 5 Making Machines and Observing Functionality.

69. Ireland Education Session 5: Making Machines Understanding the session: Exploration of the mechanics of simple machines, this is achieved through a practical based lesson where the student will build different types of “toys” using basic mechanics. The session is broken down into 3 manageable sections  Section A:Design, Build, & Make it go  Section B: Gears, Cranks, crankshafts and belts  Section C: Using Motors to produce motion

70. Ireland Education Activity 5A: Rolling Kit Goal: To allow students to become more familiar with the ideas behind basic mechanics, how energy can be stored, transferred and transformed. Outcome: Make a “Rolling toy which can travel 1-1.5 metres as an introduction to mechanical engineering. Preparation: To do this you will need “One Rolling Kit” per student Materials required: 1 film canister with lid, with holes(8mm – 10mm Ø) drilled in both ends (this is the part where your “nice” to the technology teachers and ask to borrow a cordless drill) 2 Rubber bands 6.5cm 2 small washers 1 piece of thick drinking straw (try Macdonalds or Burger King) (note: The film canisters can usually be obtained from any photo processing agent, just ask they have loads (and they don’t want them )

71. Ireland Education Building The “Rolling Kit” Procedure: Sometimes a picture speaks a thousand words.. That’s exactly what this video clip is going to do!! PLAY VIDEO CLIP Note: If you can’t get the film Canisters, empty cans of coke Fanta etc work just as well

72. Ireland Education Now for the good news.. Its YOUR turn to make the Rolling Kit!

73. Ireland Education Activity 5B: Gears, Cranks, Crankshafts & Belts Goal: Familiarise students with mechanical engineering concepts so that they can try to apply them in various projects or designs. Encourage students to find out where they can get more information on mechanisms and mechanical devices, e.g. web sites, this would also be an ideal time for you (the teacher) to invite a “guest speaker” to talk to the class Outcome: to design & build a “crankshaft” which could then be transformed into a small toy.

74. Ireland Education Crankshaft Play the video

75. Ireland Education Preparation: You will need: A small milk carton 3 pieces of 16-gauge steel wire - one 20cm long - two 7cm long 1 straw (again try MacDonald's, etc) Some insulating tape for crank handle Several pairs of needle nose pliers

76. Ireland Education Procedure: Its really not as complicated as it looks! PLAY VIDEO CLIP

77. Ireland Education Guess what?.. Its Your Turn to have a go making the CRANKSHAFT Just try to remember the basic shape you’re trying to make and it becomes much simpler

78. Ireland Education Summary to Section 5 activities A The Rolling Kit B The Crankshaft By completing this session students should be able to incorporate some of the concepts they have learned into the final projects they decide to build at the end of the module All of the information needed to complete these practical tasks can be found in your handbook, all of the video’s used can be found on the Design & Discovery Website.

79. Ireland Education ROBOTICS

80. Ireland Education Section 3 Thinking Creatively about Problems and Solutions Session 6: The 3 R’s of Problem Identification Session 7: A Solution Taking Shape

81. Ireland Education Session 6 The 3 R’s of Problem Identification and Robots

82. Ireland Education The 3 R’s of Problem Identification Lesson 1 - 6A Revisit - 6B Research & Refine - 6C SCAMPER to solutions (h/w) Lesson 2 - 6D Sample Design Brief Lesson 3 – 6E My Design Brief

83. Ireland Education 6A Revisit Revisit their broad list of problems, needs, improvement ideas in Session 1 May need to expand this list Ask some questions to refine it eg, What about this product is frustrating? Choose top 3 design opportunities

84. Ireland Education 6B Research & Refine Prepare the survey questions Survey 10 people List pros and cons in choosing one design opportunity Formulate a Problem Statement

85. Ireland Education 6C SCAMPER to solutions (h/w) Using the SCAMPER process, students develop a list possible solutions to their problem/improvement Substitute, Combine, Adapt, Minimize/Magnify, Put to other uses, Eliminate/Elaborate, Reverse/Rearrange. Evaluate ideas using a set of criteria

86. Ireland Education 6D Sample Design Brief Design Brief - What is it? - What it does? Students read ‘Sample Design Brief’ Review – Describe the problem - describe how the current product is used? etc

87. Ireland Education 6E My Design Brief Students work on their own design brief (final draft and sketches eventually) Perhaps a 2min presentation - state the problem - describe the needs of the user - describe the solution

88. Ireland Education Session 7 A Solution Taking Shape Louise Ward Improve, Refine, Define Online research

89. Ireland Education A: The User Hammer,Potatomasher,Jack in the box Who uses it? Gender? Age? Why do they use it? What will they do to operate it? Students consider their own products and who uses them.

90. Ireland Education B: Patents Students explore patent websites www.patentsoffice.ie www.uspto.gov There are a variety of engineering solutions, materials, and design ideas for the same problem

91. Ireland Education How stuff works www.howstuffworks.com Think -- Thing

92. Ireland Education C: Invitation to invent Students explore invention websites for inspiration and ideas for their own project www.rolexawards.com www.ideafinder.com

93. Ireland Education Session 8: Understanding Systems and Design Requirements Session 9: Planning for Models and Tests Session 10: Making IT, Models, Trials and Tests Section 4 Making, Modeling, and Materializing Martin Gleeson

94. Ireland Education Section 4 Making, Modeling, and Materializing Introduction/Overview (10mins) Systems & Synergy(20mins) Understand the connections between systems components and parts Activity -Use a bicycle to analyse how systems and components work in symbiosis. Use teacher handbook pg 202 Feedback/questions(5mins) The Perfect Fit(20mins) Activity: -Fine tune a project design by taking a look at the needs of the user. Take a look at the new and improved models of existing designs. Investigate what/why improvements have been made. Gillette safety razor is good example, but any new and improved object will suffice. Conceptual Drawing (10mins) -See pages 215-220 in teachers handbook Coffee Break (15mins)

95. Ireland Education Section 4 Making, Modeling, and Materializing Checking the design process (15mins) Use checklist in handbook pg 222-223. Students will refine initial designs Planning for models and tests Activity(25mins) -Review “the design process” and discuss supplies needed to build a prototype Materials and Modelling (25mins) Activity -Discuss the difference between a model and a prototype. Structural/material considerations: Discuss what materials you will need to build model of your project. See handbook pg237-240 -Build a small scale model of your final design and evaluate using checklist pg 247 of handbook Feedback/questions (5mins)

96. Ireland Education Session 11: Prototype Practicalities Session 12: Develop IT and Test It Session 13: Final Presentation Section 5 and 6 Prototyping and Final Presentations Audrey Byrne

97. Ireland Education Section 5 and 6 Prototyping and Final Presentations Introduction (10mins) Prototype planning (15mins) Revisit/review your model from previous sessions. Using this as a guide, build your prototype(25mins) Evaluate the prototype. (10mins) -Use questions on pg 269-270 in handbook. Coffee Break (15mins) Present your prototype to other groups.(20mins) -List some positive and some negative aspects of your design e.g. materials inexpensive and readily available, but may not be cost effective etc. Final presentation Discuss possible options/venues for students to showcase the work they have done (10mins) Feedback/Questions(5mins) Overall evaluation of course(10mins)

98. Ireland Education Session 11 : Prototype Practicalities Goal: Refine a project into a working prototype. Session 11: Prototype Practicalities Session 12: Develop It & Test It! Session 13: Final Presentations

99. Ireland Education Activity 11A: Build a Prototype Goal: What is a prototype? What is the point of building one? Understand what a prototype teaches. Mentors may be involved at this stage. Prototypes are still part of the experimental stage, but provide opportunities for testing critical aspects of an idea.

100. Ireland Education Choose a realistic & achievable project At this stage it is important to remind the students that they will have to actually design and build their idea Many students may come up with “fantastic ideas” e.g. To design self ironing clothes, To design a robot to make their bed. But do they really have the skills or equipment available to this this?

101. Ireland Education 11A: Prototype planning As a general rule, it is recommended that three basic concepts be followed: investigation to see whether the right approach is being taken; refinement to build on the comments and feedback after the investigative prototype; consolidation to fully satisfy the objectives of the prototype

102. Ireland Education Not meant to fully function, only to show what it would look like – materials are not final

103. Ireland Education Basic Concept We are going to build a prototype of a “thing” to meet specifications. What are the requirements of a “thing” that will allow you to eat ice cream? List. 1.It must … 2.It should… 3.It will have to… Let’s look at some examples 

104. Ireland Education Review examples and models What kind of spoons are these? What are they designed to do? What design additions are NOT linked to the spoon itself but add value? Is the colour or material relevant?

105. Ireland Education What capabilities are required that impact each of these designs? How are materials used?

106. Ireland Education What is going on here? Novelty or brilliance? Ideas that catch on or fade away to antique shelves? Are these ideas still around?

107. Ireland Education Review objects as they change over time, how materials are used, how they meet special needs, and where ethnicity plays a part in design. What other objects could be used to help students understand this?

108. Ireland Education Prototype Materials Goal: Students try to decide what types of materials will be best suited to their project design e.g. durable, light weight, water proof etc Outcome: By becoming familiar with a variety of different materials and their properties students can make more informed decisions as to which materials to use Preparation: Basically this will consist of a “scavenger Hunt” ask students to bring in examples of various materials also try to encourage cross curricular links between different depts in your school.. Eg wood work, metal work, art etc…

109. Ireland Education Points to keep in mind when selecting the material for a prototype Will it serve the required purpose Is it cost effective Is it readily available Is it environmentally friendly/ recyclable Is it easy to work with (shape/form)

110. Ireland Education Session 11C: Prototype, Develop it! Review our Requirements for SPOON prototype Define the specifications –Must hold liquid –Must have a handle –Must get ice cream to your mouth five times –Must hold together – stay secure –No noticeable fatigue or decomposition –Must use more than two different materials Build your prototype!

111. Ireland Education Section 11 Summary By calling on previous sections of the D&D course try to come up with a design idea Give your design some basic specifications which must be met Make some rough sketches of your project Decide on suitable materials Test prototype to see if it meets design requirements, if not.. Why not? Remember,at this stage, you are only building a basic prototype.. NOT a finished product

112. Ireland Education Section 12: Develop & Test 12A: Evaluate prototype suitability to specifications 12B: Test It 12C: Final Evaluation & Revisions

113. Ireland Education Session 12A: Develop it! Goal: Continue to work on and develop your prototype.Ask the following questions Are there anyways to improve it? e.g.do you think the materials you selected are effective, what about the colour, Does it look/feel “User Friendly” Is there any aspect which could be improved?

114. Ireland Education 12 B: Test it! Goal: Develop your prototype, now that you see it built, is there room for improvement? Could it be bigger, smaller lighter etc Outcome: By continuing to test and modify your final design you should end up with a fully function prototype, which meets the design specifications

115. Ireland Education Procedure: Ask the students to evaluate each others projects Students must try to point out 3 positive aspects & 3 negative aspects of the project they are evaluating Allow “original designers” to take this information on board Investigate if any of the negative aspects can be remedied

116. Ireland Education 12C: Evaluation & Revision Goal: Using the information obtained from positive & negative feedback, students revisit the prototype and try to solve any design faults Outcome: Students should now reach the stage whereby they have developed a fully functioning prototype Procedure: Students should continually refer to their design specifications & feed back to try and improve on any inconsistencies where possible (use worksheet on session 12C)

117. Ireland Education Session 13: Final Presentation Goal: Understand the importance of presenting projects and presentation choices. Be able to determine what type of fair your students will host. Transition Year Showcase –Parents and community members –Students present projects –Guest provide feedback Mini-Engineering Display –Younger students and peers –Projects displayed –Engineering activities Young Scientist/SciFest (I.T. Tallaght) –Science competition in R.D.S. –N.B. Closing date for entries is TBA –SciFest I.T.Tallaght 28 th April

118. Ireland Education

119. Ireland Education Sharing Expertise The purpose of Solutions Showcase and the Mini-Engineering Display: To recognize students' hard work and celebrate their accomplishments To share engineering expertise with others (peers, family, community, younger students) To get feedback on their projects: display boards, prototypes, and presentations

120. Ireland Education Final Thoughts – The Curriculum Nurtures students’ interests – allowing them to take ownership of the challenge and solution. Provides a continuous and coherent path of learning, that builds onto each session Connects experiences like field trips and guest speakers together, making sense of them in a larger framework of learning. Tries to encourage students to develop an intrinsic interest in the subject

121. Ireland Education Final Thoughts – The Training Training is always a compressed version of what you need to take back and implement. Your compressed experience will expand and grow with your students! You can’t always be the expert in this day and age. Your strength lies in the ability to have faith in their ability to learn, and your willingness to learn alongside them.