1. PowerPoint Presentation II Thinking Creatively Sheila Porter Intel Ireland

2. 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

3. 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, and revise 10 STEP DESIGN PROCESS 6 Refine your solution

4. Thinking Creatively about Problems and Solutions Design and Discovery

5. Session 8 : The 3R’s of Problem Identification Design Process STEP 1: Identify a Design Opportunity Revisit, Research and Refine Revisit: Go back to the list of problems, needs, improvement ideas in Session 2  May need to expand this list  Select 3 favourite design opportunities Session 8, Activity A

6. Session 8 : The 3R’s of Problem Identification Research and Refine Design Process STEP 2: Research the Design Opportunity  Prepare the survey questions  Survey 10 people  List pros and cons in choosing one design opportunity  Review the results of the market research and survey Refine: Select one design opportunity Research: Conduct a survey on the problems and improvements that have been identified Session 8, Activity C Session 8, Activity B

7. Design Process STEP 3 : Brainstorm Possible Solutions to the Problem  SCAMPER to solutions  Use Ziba Activity Mapping Suggested Criteria  Is it practical?  Can it be made easily?  Is it safe?  Is it too expensive to make or use?  Is it a new idea?  Does it address the problem? The students should then generate a variety of criteria and analyse their solutions with the criteria PICK THE THREE BEST SOLUTIONS Session 8, Activity C

8.  Describes the design problem  Describes how the current product is used  Describes a typical user (user profile)  Proposes a solution  Provides a quick sketch of the ideas  Describes the basic requirements that will best suit the proposed product What is a Design Brief? Design Process STEP 4: Write a Design Brief Session 9: A Solution Taking Place Session 9, Activity B Sketch of idea

9. My Design Brief Suggestion - 2 min. presentation  - state the problem  - describe the needs of the user  - describe the solution Session 9, Activity B Session 9: A Solution Taking Place Getting feedback on the proposed solution Each student uses the design brief to give a short presentation about the problem and the proposed idea Students work on their own design brief The ideas are discussed.

10.  Looking at other inventions  Finding out about patenting the idea http://www.patentsoffice.iehttp://www.patentsoffice.ie Design Process STEP 5: Research Your Solution The student now concentrates on the improvement and refinement of the design solution by: This helps the student see that there are many different approaches to solving problems and the result is often a variety of design solutions Session 9: A Solution Taking Place Session 9, Activity D Session 9, Activity C  Gathering information about a typical user

11. Making Modelling and Materialising Design and Discovery

12. Session 10: Project Analysis & Planning for Models Design Process STEP 6: Refine Your Solution Project Analysis  Examines the cost, safety and practicality of the design solution  Does it work the way it is meant to? Design Process STEP 7: Prepare Design Requirements and Conceptual Drawings What does it look like?  Students make some conceptual drawings in their design notebooks which helps them visualise the design Remember that ideas may change and some steps in the design process may be revisited again and again Session 10, Activity A Session 10, Activity B

13. Conceptual Drawings Match the object in the top row with its orthographic sketch. 321498567321498567

14. A Model or a Prototype? Students may work their way through the entire 10 steps of the design process or depending on the time, facilities and materials available, they may decide to build only a model or a prototype A working model of a machine or other object used to test it before producing the final version Prototype A small but exact copy of something Model This would allow more time (approx. 7 x 40 minutes) for planning, construction and evaluation

15.  Students look at the 10 steps in the Design Process to check how much they have done and what they still need to do  Refer to the Design and Discovery Planner to check how much time is left  Discuss goals with the students and work time available in and out of class time Planning for models and prototypes  Start to gather an assortment of materials  Encourage students to have a “Scavenger Hunt”. Ask them to bring in examples of various materials. Try to encourage cross curricular links between different departments in the school.. E.g. woodwork, metalwork, art etc… Checking in on the Design Process Session 10, Activity C Session 10, Activity D

16. Session 11: Making it! Models,Trials and Tests Design Process STEP 8: Build Models and Component Parts  Make sure you have sufficient materials  Build models, test, evaluate and consider design modifications  Records should be kept in Design Notebooks  For each model, plans, purpose, tests and results should be recorded  Present and discuss models Sample Models Hovercraft Car

17. Prototyping and Final Presentations Design and Discovery

18. Session 12: Prototype Practicalities Design Process STEP 9: Build the Prototype  Plan a budget for developing the prototype Prototype Work I  2x40 minute period is allocated to construction of the prototype MaterialsQuantityCost Session 12, Activity B

19. Session 13: Prototype Review Design Process STEP 10: Improve Your Solution Test, Evaluate and Revise Test It Test and evaluate the prototype for:  Function  Feasibility  Safety  Aesthetics Prototype Work 2  2x40 minute period is allocated to construction of the prototype Session 13, Activity B

20. Evaluate and Revise It  Using the information obtained from positive & negative feedback, students revisit the prototype and try to solve any design faults  Students should now reach the stage whereby they have developed a fully functioning prototype Session 14: Prototype Evaluation Session 14, Activity A

21. Session 14: Prototype Evaluation and Presentation Students are now ready to begin to plan their visual display Consider  Consistency  Clarity  Attention to detail  Colour  Photographs  Eye-catching Project Title Photographs or Diagrams Students’ Names School Name Visual Display Display Session 14, Activity B

22. A well laid out presentation makes it easier to understand and read Session 15: Final Presentations

23. An exhibition of projects  recognises students' hard work and celebrates their accomplishments  shares their newly acquired engineering expertise with others (peers, family, community, younger students)  Provides feedback on projects: display boards, prototypes, and presentations Session 15: Final Presentation

25. Project Reflection The student should 1. Review the Project Feedback forms. 2.Answer the questions individually. The teacher should 1. Check in with students who are planning to participate in another science fair. Discuss their revision plans. 2. Thank students for their hard work and participation in Design and Discovery. Time should be set aside to reflect on the fair and the students’ Design and Discovery experience in general. After the fair

26. Engineers from Microsoft Ireland visit the school and talk to the students Speakers Other Activities

27. Field Trip Ideas Bridges Hardware store Shopping mall (escalators, etc.) Waterworks

28. Final Thoughts – The Training  Training is always a compressed version of what you need to take back and implement in your school.  Have confidence in your own skills and abilities-your 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.

29. Imagination is more important than knowledge. For while knowledge defines all we currently know and understand, imagination points to all we might yet discover and create. Albert Einstein Nobel Prize in Physics 1921

30. Ireland Education