Overview | Content Knowledge | Essential Questions | Connection To Standards | Initiating Activity | Learning Experiences | Culminating Performance | Pre-Requisite Skills | Modifications | Schedule/Time Plan | Technology Use
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LU Title: Product of the Future Activity |
Author(s): Donald M. Dutcher |
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Grade Level: Grades 9-12 |
School Address: 74 Cold Brook ST. Poland, NY 13431 |
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Topic/Subject Area: Technology Education |
School Phone/Fax: (315) 826-7900 Ext. 349 |
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Email: ddutcher14@yahoo.com |
Upon peer review for my learning unit I want to address how students are graded in addition to the 3 Rubrics. An informal assessment is done daily by the teacher with the following characteristics: problem solving abilities, quality of work, communication skills, concept of understanding and uses, cooperation, motivation, follows instructions, uses time wisely, preparedness, and attitude. You can have a sheet of these items and rate the daily classroom behavior of each student on a scale of 1-5 and add this to the grade at the end. I also gave extra credit to my class for presenting their projects to the board of education. Another suggestion was to have students write a reflection or keep a journal of their learning experiences.
This unit can be done in many different forms and can be modified to suit your classroom, for example if you don't have the computers to do the drawings they can be done by hand or if you do not have power point students can use an overhead or chalkboard to give their presentation.
Other suggestions: let your math and science teachers get involved. View them as great resource for you and your students.
Before manufacturing takes place, industrial designers make three-dimensional models of proposed products. These models help them to visualize and experiment with new ideas. In this activity you will develop an idea for a futuristic product and construct a model of that product for a company that might want to manufacture it.
Please email me if you have any questions about the learning unit. I would be more than happy to help you.
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Declarative |
Procedural |
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Examine the various advanced technology for the future. |
Examine products that you see every day (toaster, computer , microwave oven, CD player) |
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Speculate on the future of Technological designs. |
Think about ways in which you could improve these products function, their materials, or appearance. |
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Develop a futuristic product design for the year 2030. |
On paper, list the ways in which you might improve the product you have selected. |
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Sketch the design with pencil. |
Select the best of the possible solutions. Draw your idea of the new design. |
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Draw the final design with IntellaCAD '98 |
Determine the size and scale for your model. |
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Write an explanation for their design. |
Make a list of materials that you can use to make the model. Obtain the materials and begin making your model. When your model is finished, prepare a two-minute presentation to explain your new product idea to your class. |
CONNECTIONS TO NYS LEARNING STANDARDS
List Standard # and Key
Idea #: Write out related Performance Indicator(s) or Benchmark(s)
Standard 4: The Living Environment: Human decisions and activities have a profound impact on the physical and living environment, and everyday product use.
Standard 5: Engineering Design: Engineering design is a process involving modeling and optimization finding the best solution within given constraints, which is used to develop technological solutions to problems within given constraints.
Computer Technology: Computers, as tools for design, modeling, information, processing, communication, and system control, have greatly increased human productivity and knowledge.
Technological Systems: Technological systems are designed to achieve specific results and produce outputs, such as products, structures, services, energy, or other systems.
how parts of a system interrelate and combine to perform specific functions.
Standard 7: Connections: The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems, especially those relating to issues of science/technology/society, consumer decision making, design, and inquiry into phenomena.
Strategies: Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among common themes of mathematics, science, and technology; and presenting results.
The goal of this activity is for students to develop a design of a futuristic product for the year 2030. Students will research, discuss, and investigate the history and current trends in engineering, then speculate on the type of products available in the year 2030, then begin to design their product. They will sketch alternatives, select one design, and draw it with IntellaCAD '98 software, labeling each component part.
In the next part of the activity, each student prepares an oral presentation about their product, which is delivered to the rest of the class. They can use charts, the overhead, computer, etc. as needed to deliver their presentation.
LEARNING
EXPERIENCES
In
chronological order, including acquisition experiences and extending/refining
experiences for all stated declarative and procedural knowledge.
All students are already experienced on IntellaCAD '98, PowerPoint, Microsoft Word, and Internet.
All class periods are 84 minutes long.
Each day you will do an informal evaluation that was discussed in the overview.
Day one-Lesson one: Introduction to futuristic product. Give students handout and go over.
- Brainstorm and make a list of what you think might be a futuristic product for the year 2030. Examine products you use everyday toaster, computer, microwave oven, CD player, automobiles, trains, elevators, and electricity. Keep this list to hand in. Teacher will use visual aids from magazines, Internet, and reference books as examples.
Day two-Lesson two: Hand back students lists of products. Have students think about which ways to improve these products.
Your analysis should include how to improve the product in their function, their materials, or appearance. Select the one that interests you.
Day Three: Make a material list that you need to produce your invention.
- Turn list into your teacher; to get or order parts or materials
Possible Materials:
Note: You should consider many different types of materials. Obtain your teacher's approval for your final list of selections.
Days Four -Seven: Once you have final design from drawing, transfer (draw) it to IntellaCAD '98. The scale should be the same as your sketch. (All students have already been instructed how to use IntellaCAD '98 so they can create layers, lintypes. Drawing views labeling parts, dimensions, etc..)
Days Eight-Twelve: Building the model. The amount of time and days will depend on if you let students work on the project outside of class. It also depends on the difficulty level of projects. The teacher will work with each person or group
The projects picked in this class are:
Days Thirteen-Fifteen: Students will deliver an oral report and power point presentation in selling their product to a manufacturing company.
Again student have had prior knowledge on Power Point, Microsoft Office, Works and IntellaCAD '98
Days Sixteen - Seventeen: Reflection on student's projects. Discussion will take place between student's and teacher on products and reality.
CULMINATING PERFORMANCE
Include rubric(s)
RUBRIC - There are three different graded parts to this project. The first is the Presentation Evaluation, which is worth 25 percent of the grade; the second part is the Drawings Evaluation, which is worth 25 percent of the grade; and the Model, worth 50 percent of the grade.
RUBRIC I
Presentation Evaluation - Name:
Scoring: 0 = no attempt to address the point or issue; 1 = responds to point w/out detail/explanation
2 = responds to point w/some detail/explanation; 3 = clearly responds to point w/complete detail/explanation
The Product:
Identifies the type of product your design will be used in 0, 1, 2, 3
Identifies the products intended use 0, 1, 2, 3
Identifies the type of power that it will use 0, 1, 2, 3
The Products Preliminary Design:
Identifies the ergonomic factors considered and involved with your design 0, 1, 2, 3
Identifies and uses sketches to illustrate various points of design 0, 1, 2, 3
The presentation of the Design:
A clear, detailed explanation of each element of the design is given 0, 1, 2, 3
A clear, detailed explanation of how this design fits current and future trends is given 0,1,2, 3
The overall presentation was clear, concise, to the point, and was well executed 0, 1, 2, 3
Final Overall Evaluation
Total Points from the front = ___________/27 or ___________%
Final Overall Comments
Product of the Future Evaluation Sheet For the Drawings
The Product Drawings
Uses multiple sketches to develop and illustrate various points of the design
No sketches used 0
1 sketch used 1
2 sketches 2
More than 2 sketches used 3
The final drawing submitted is drawn to rough scale and proportion
No final drawing is submitted 0
Drawing incomplete 1
Drawing complete, no attention to scale or proportion 2
Drawing completed, scaled and proportion 3
The final drawing illustrates and/or names each part of the product design
No drawing completed 0
Incomplete drawing, not labeled 1
Drawing complete, partially labeled 2
Drawing complete and properly labeled 3
Identifies and explains ergonomic factors considered and involved with the design
No attempt to explain the ergonomic factors of the design 0
Responds to point without any detail or explanation 1
Responds to point with some detail or explanation 2
Clearly responds to point with complete detail and explanation 3
Total number of points ____________/ 12 or _____________%
RUBRIC III
Futuristic Model
Points based on teacher's discretion
No Model was turned in 0 -19
Model shows little creativity no working parts, not to right scale 20 - 39
Model is made from simple materials, has few working parts, poorly put together 40 - 59
Model is the appearance of a mock-up, accurate in size, color, and texture 60-79
Model is of the hard mock-up; uses all materials, functions to perform the idea, very realistic, shows top quality craftsmanship. Realistic in that it can often be used in consumer surveys to evaluate the appearance and the ergonomics of a product. 80-100
Total amount of points ___________/100 = ______________%
Questions that can be considered as journal entries or reflections of learning experiences.
What made you select the topic you did? What type of research was required? (Do you have examples?) What science or math relationship was involved in your design? What do you think would be the biggest help to society by making your futuristic design? How much time was put into your product? How does your product connect to the NYS Learning Standards? How where you graded on the project? What technology did you use? In your own words what did you learn and what problems did you face? What strategies did you use?
PRE-REQUISITE SKILLS
Ergonomics- addresses the physiological and physiological aspects of how a consumer will use a product. Through the use of models, manufactures can evaluate such factors as color, texture, size, and weight of a product before production begins.
Models- first level is called a paste-up. Simple materials such a cardboard, clay, and Styrofoam. Paste-ups provide a quick a very inexpensive way for engineers to visualize their ideas.
The second type of model, the appearance mock-up - is very accurate in terms of the size, color, and texture of the final product. An appearance mock-up looks as if it would actually function.
The third level of model construction, the hard mock-up - most accurately represents the product. This exact-size mock-up usually uses all the materials, colors, textures, and non-power components of the final product.
Scale - When creating industrial models, designers must choose a particular scale that will best represent their ideas. Paste-up models are simple and not scaled. The scales1:24 and 1:1 are commonly used. Saying that a model is scaled 1:24 means that the full size product would be 24 times larger. A model that has a 1:1 scale is the same size as the final product. A prototype is a full-scale, operational product.
The following instructional modifications are made:
The following physical modifications of the classroom are made:
provide adequate work area for student work
The time required for planning the project will vary, depending upon depth the teacher would like to explore with the activity. It would be shorter without the presentation format in this activity, due to the format and process. Overall, it would take several hours to properly plan, create and make handouts, overheads, and lessons required to complete this activity.
The entire activity could be as short as one week, if outside class time is used. If only class time is used, it will take from two to four weeks to complete this entire activity as written.
During the assessment phase, grading of the actual designs is done while the presentation of the final design is being presented. Each design can take from 20 to 40 minutes, so it may take some time during this part. It also critical to take a day or two to discuss the final results with the class and review the evaluation process used.