Problem Statement: School lockers are a mess. Students can never find a pen, pencil, or calculator, and their homework is always getting lost. Those who bring their lunch to school often find their food crushed under a sea of books and binders. Because of the clutter, it is often hard for students to close their locker doors completely.
Design Statement: Design a high school locker organization system that will neatly contain items commonly used and kept in school.
Constraints: 1. Design must fit within your school locker. 2. Easy to install. 3. Must hold 20 lbs of books and binders. 4. No flammable materials.
Process: Break into your 2 person teams to collaborate with a partner on this project. Work with them to investigate the physical constraints of our CHS lockers (you may go into the hall for 10 minutes to do this... do not disturb any other classes!)
Design Phase Identify the Problem Investigate the CHS lockers Brainstorm Solutions Sketch Three Possible Solutions (include labels and important dimensions) Identify Criteria and Constraints Select an Approach (justify selection with specifics)
Prototype Phase Craft your design in CAD: -Use an assembly of parts. ---Create an Isometric view of your assembly. ---Create a multiview drawing. -----Label your multiview drawing with dimensions. Each student will do their own CAD work (You may collaborate in and outside of your team but the actual work must be your own).
***Update!: These three videos are more indepth than the single video previously posted. They will offer more insight on the questions below*** (Thanks Stan for helping me figure that out - extra credit awarded for your dillegence)
In this activity, you will watch a group of professionals work to solve a design problem in just five days.
Copy and paste the following questions into your blog and answer them based on what you learn from watching "The Deep Dive". Use different color text for your answers to distinguish them from the questions:
1. “From the buildings in which we live and work, to the cars we drive, or the knives and forks with which we eat, everything we use was designed to create some sort of marriage between _________________ and _________________.”
2. The folks at IDEO state that they are not experts in any given area. But, they do claim to be experts on the ____________________, which they apply to the innovation of consumer products.
3. After the team of designers is brought together, told the problem, and informed they have five days to “pull it off,” what phase of the design process do they immediately engage in?
4. Give two examples of what the team members did during this phase.
a.
b.
5. List five rules-of-thumb that IDEO employees follow when they share ideas during the brainstorming phase:
a.
b.
c.
d.
e.
6. Why should wild (and sometimes crazy) ideas be entertained during the brainstorming phase?
7. After the brainstorming phase was over, the team narrowed down the hundreds of ideas by _____________ for those ideas that were not only “cool” but also _________________ in a short period of time. What phase of the design process is this called?
8. IDEO believes that the ideas and efforts of a ______________ will always be more successful than the planning of a lone genius.
9. Once the ideas were narrowed down and divided into categories, the group was split into four smaller teams. What phase(s) of the design process was each of these groups responsible for?
10. The leaders at IDEO believe that ________________ behavior and a ______________ environment are two important reasons why their employees are able to think quickly and creatively to produce innovative results.
11. Sometimes, people come up with great solutions that work by trying their ideas first, and asking for _________________ later.
12. Design is often a process of going too far and having to take a few steps back. What phase of the design process would the critique of the four mock-ups come under?
13. Upon critique of the four teams’ models, it was obvious that none of the teams had developed an optimum solution. However, the people at IDEO believe that it is important to _____________ often in order to _____________ sooner.
14. What percentage of the entire week’s time did it take to fabricate the final prototype?
15. Instead of showering his design team with a tremendous amount of praise, what did the boss require his employees to do with their new design?
16. Of all the things that we are surrounded by every day, what has not been placed through the design process?
Conclusion
1. What did you find to be the most impressive part of the team’s effort?
2. What advantages are there to having a design team with members that have non-engineering backgrounds?
3. There was a point in the process where a self-appointed group of adults stepped up, stopped the ideas, and redirected the group to break up into teams. Why was this done?
4. At the end of the video, Dave Kelly states, “Look around. The only things that are not designed are the things we find in nature.” Can you think of anything that would contradict this statement?
I've been working over break to get a project along these lines together for us...
Wish me luck!
Anyone have any ideas what kind of a video camera they mounted to the rocket? Extra credit available if you can research and share good info on what this may be.
-in mechanics, something that changes the momentum of an object; the integral of a force with respect to time.
If we launch model rockets on the football field, what is the largest size engine we can use and have them reliably land within the open area of the field/track (assuming no wind)?
Non essential trivia - Why was this language named Python? A clue is that the command line shell (not quite an actual IDE (Integrated Development Environment)) is named IDLE.
The problem set calls out a couple of links that may help you gain the knowledge you need to solve the problem. This link in particular may help you out: Using variables and strings in Python.
We've bypassed the whole 4 years of perfect grades/perfect SAT scores/plus some other incredible stuff and gone directly into participating in coursework from MIT... awesome!
Here's a link to the course that we'll be viewing a few lessons from. You'll need this from time to time when we discuss some of the basic programming assignments we'll get into: MIT EECS 6.00: Intro to Computer Science and Programming
Last night I had the chance to catch our boys Lacrosse team at my old stomping grounds, La Jolla High.
(My iPhone died at the game so imagine a scenic shot from the top of the stands looking over the field and players west to the pink of a setting sun over the ocean)
I had to leave at the start of the second half but with a 7-1 lead things seemed well in hand for the Islanders. Congratulations on your victory!
As a once Viking Lacrosse player, I have to say I felt for LJHS. They looked like a scrawny, starving barbarian tribe in the face of a highly polished, well trained Roman Legion.
Here are a few things that came to mind as I watched both teams. It's been nearly half my life since I've played Lacrosse so take these with a grain of salt!:
When in doubt, shoot!- A few times epic moves went down just to end up with a player hesitating and taking the ball back out to the perimeter of the defense. Don't hesitate to shoot! A good maxim for life is "The more you shoot, the more you score". Check and shoot like a boxer throws a punch. - A boxer doesn't "wind up" their punches. It takes more time telegraphing the move and doesn't add a lot to the power of the impact. So with your shooting and checking, explode from where you're at.
We talked about the Turing Test in class today. A book called The Most Human Human was recently written on the topic (linked for anyone that's interested in learning more about the test and its history).
I've spent the weekend looking at the open courseware available from both Stanford and MIT in regards to introductory programming classes. There are compelling reasons to choose either one for our purposes.
A music video to celebrate "Launch Day" for the first annual Glider Challenge. We've talked about how to "engineer" a good story. Does this video tell one?:
This song was a pop hit in Europe about the time that young Captain Olson was stationed on the "frontier". It recieved a lot of radio, music video and club play generating the artists/record label/royalty holders a nice paycheck.
How did the producers create the distinctive "hook" on this record? Does this Chaka Khan song sound familiar? What technology would Stardust have used to craft this tune?
Slowly but surely things are coming together for the class room. Today we recieved some nice storage solutions.
These big shelving units will give us much more horizontal surface area to keep projects safe from class to class. Thanks for the help with this one Sam (and thanks to Nick and Vinnie in Period 4):
More bins for our robotics kits. Thanks Dr. Stark, David and Thomas for getting this together:
As I understand it, the better you do on this week's STAR tests, the better off our High School. None of us loves a standardized test, but since we're taking advantage of all that CHS has to offer in these new Engineering Courses, I appreicate you doing the best you can on the tests.
Before you're ready to "compete" with your glider, you probably want to try your design out and see how it goes. Use this 4 Quadrant format for collecting notes.
What did you learn from your test flight (post your 4 Quadrant Feedback notes for each iteration of your testing)?
What are your goals for your glider and how did you adjust your design in order to help it better meet them?
