The "Architecture Project" - Human Centered Design in Action!

Goals:
Develop a design that meets the following Criteria and Constraints...

Criteria:
-Develop an architectural solution that solves a specific problem for a client. Your end result will be an architectural model of your design.
-Create 3 sketches to support your brainstorming effort.
-Create 2 digital prototypes of your design.
-Physically construct a prototype (model).
-Collect feedback from the client at each stage of your effort.

Constraints:
-Utilize a design process to solve this challenge:
----Define the Problem
----Brainstorm Solutions
----Digital Prototypes
----Physical Prototype
----Portfolio Report/Summary of experience
-All students on a team must meet with the client... this is "human centered" design after all!
-Clearly identify the design need being met.
-Use our "four quadrant feedback" technique with your client between each stage of the design process (Define the Problem, between Brainstorming and Digital Prototyping, between Digital Prototyping and Physical Prototyping, After completing your Physical Prototype). Your meetings can be breif, but please solicit feedback and incorporate it into your efforts. Record and list feedback at each stage and list any changes made based off of it.
-Label at least 3 key features on any sketches you produce.
-Use Inventor (CAD) on at least one of your digital prototypes. You may use Minecraft to quickly simulate the second digitial prototype.


Consider the following as you make progress on your effort:
-Can you utilize any of the "Design Modes" from the Stanford Design School's "Design Thinking" process? Read our post on the "Bootcamp Bootleg" for more info.
-Can you incorporate any of the architectural concepts that were highlighted by our "Top Ten Architects" lesson?


The following process may help you achieve compliance with the above design criteria/constraints...

Process:
Identify a client
Discover a design need (interview the client)
Brainstorm solutions
-Create 3 sketches of solutions.
-Call out 3 key features on each sketch.
Prototype 2 solutions with CAD software
-Consider 'A/B testing' a key design feature.
Recieve feedback from your client
-generate "+", "change", "ideas" and "questions" from both your client and your team.
Rework/Iterate on your design
-incorporate feedback into your design.
-call out features you changed based on specific feedback.
Build an architectural model that incorporates feedback
Present model for review
-generate another round of feedback.
Write up experience on your online portfolio
-Share client feedback at each stage of the effort. Communicate how feedback shaped your next effort in the design process.

Balsa Aircraft Challenge!

Thanks for a great experience with our Glider Challenge. This was a new project for our curriculum so we learned a lot implementing it.


Please complete the following to capture your experience with this project on your online portfolio (blog):


1) Provide a breif description of the activity. Who did you work with? What did you build? What challenges did you overcome to succesfully craft your aircraft?

2) Post a photo of your glider under construction.

3) Post a photo of your finished design.

4) Describe how you tested your aircraft and tuned its flight characteristics.

5) Describe how well your aircraft flew in our competition. Did you win any events (furthest distance, longest time aloft)? Were you competative in our best decorated flier competition?

6) Pick three steps from the PLTW 12 step design process and describe how your team worked through these during the course of this experience.

Class Instructions January 03-06, 2011

Dear Engineering Students,

Happy New Year!

I'm away from class this week. Have no fear! We have some great content lined up for you to continue expanding your horizons as Creative Problem Solvers. The goal of sharing this material, as is the over-arching goal of the CHS engineering experience, is to broaden your view of the world and help you identify something you'd be passionate about pursuing beyond high school.


1) Please support our substitute instructor in their efforts to manage your experience. Being a good host is a positive life skill worth practicing.

2) We have some great video content to experience this week. During your period, please set up a class laptop with the projector to watch the videos specified for your class. Please feel free to use the powered speakers if that makes for a better viewing experience. If there should be a problem with the projector, students may watch the videos individually on their own machine. Otherwise, I expect that students are paying attention to the class video and not their own computer.



2nd and 4th Periods: Principles of Engineering
A number of you have seen the "Making Stuff" videos from last year so we're going to save those for a rainy day and move on to some other topics that tie in with our curriculum.

Block Day:
Engineering Ground Zero - We're going to engineer some structural designs in the coming weeks so this video sets a grand context for that work.
Power Surge - A further exploration of the topics of Energy and Energy Sources.

Thursday:
The Car of the Future - What is the best solution to our automobile crisis?
Friday:
The Smartest Machine on Earth - The core of the 2nd Semester experience is our exploration of programming and robotics. This video showcases the cutting edge of "intelligence" created through programming.

Each video post may have some questions associated with it. Please answer these questions and be prepared to discuss them next week. These are worth points.

Prioritize to get through The Smartest Machine on Earth and Engineering Ground Zero since these directly relate to forthcoming work. Cut either of the other two short if you need to.



3rd Period: Engineering Projects
You may choose to continue work on your current Engineering Project. That said, please consider watching the videos listed above for the Principles of Engineering course(the AI episode is excellent. Many of you will spend quite a few more years learning and this program makes a powerful case for experiential learning (you've heard me mention "empirical scepticism" more than a few times, correct?).

Bonus points if you can orchestrate watching the videos in class (either exclusively or while you work).

As far as your projects go, we need to start wrapping these up for the Semester so that we can get lined up to work on new material in the new semester. Our first efforts will involve using the Arduino microprocessors. Please get a hold of an Arduino if that's a possibility for you.



5th and 6th Periods: Engineering Design

Get ready for the awesome "Making Stuff" series. There are four episodes, each approximately an hour long. You will watch them in series, starting with two on block day, one on Thursday and one on Friday.

As you watch the videos, I want you to develop the following for each one:
- Create an essential question related to the video.
- Provide an answer to your essential question.
- Justify why your essential question is awesome in the context of the video (explain how your question cuts to the heart of the theme and is better than other possibilities you considered).

These questions are a chance for you to directly contribute to the development of the CHS Engineering program. I will use great essential questions to support these videos in next year's courses.

An Essential Question is an inquiry, so making one is like the game show Jeopardy where your answer is in the form of a question. (Make sure your questions are "open-ended" ("How?", "Why?", etc.) rather than simple "yes or no" or "number trivia" ("How Many"))

We will review your work next week. These are worth points.

Click here to watch the "Making Stuff" episodes!



Enjoy! Looking forward to seeing you all on the 9th :)

Mr. Olson

Puzzle Cube Challenge

Puzzle Cube Criteria and Constraints
• Given 27 wood blocks, assemble a 3x3x3 puzzle cube.
• The cube must be made of 5 puzzle pieces, no more, no less.
• Each puzzle piece may be assembled from 3 to 6 wood blocks.
• You may not repeat any of the puzzle pieces in a given cube.
• Make your cube as challenging to solve as possible! (we'll have a contest!)


Deliverables

1) Possible Puzzle Pieces
• How many individual puzzle pieces are possible for 3, 4, 5 and 6 cubes?
• Draw as many as you can with a 1:1 ratio of squares to cubes on isometric graph paper.
• Submitted and graded as a team effort.

2) 2 or More Puzzle Cube Solutions
• Use your 27 cubes and tape to model at least two possible cube solutions.
• Solutions must adhere to our Criteria and Constraints.
• Record the puzzle pieces for each of your solutions on isometric paper.
• Use the shading techniques we've learned for isometric drawings.
• Choose a solution and specify why you selected it.

3) Build Your Cube
• Use Elmer's glue to glue up the pieces of your chosen solution.
• Color each piece of your cube a distinct color using our class crayons.

4) Step By Step Instructions
• Using isometric paper, create step by step instructions that shows how to solve your cube.
• Each step must show the assembly from the previous step and how the next piece fits in with them ("x+y=z").
• Use the shading techniques we've learned for isometric drawings.

5) CAD Modelling
• Create an assembly of each of your pieces in Inventor.
• Create an assembly of your entire cube in Inventor.
• Create Multiview drawings of each of your pieces in Inventor.
• Create an explosion of your cube assembly in an Inventor Presentation (.ipn) file.
• Animate your explosoion. Make sure you sequence the movement of your pieces so that they don't overlap each other while in motion.
• Record your animation and post the video to your blog.

Inventor Basics: Assembly Challenge

Overview
We've learned how to make a Part in Inventor, now it's time to understand how we can combine Parts into an Assembly.

A Part is a collection of data regarding a single object. Because we're using a digital format, we can leverage the power of our computers to rapidly create multiple instances of a single object:



Constraints can be applied to lock the parts in relation to each other:






Process
• Create a part that represents a single wooden cube. Use a ruler to measure the wood cube and create the part to scale.
• Choose one of the puzzle assorted puzzle cube parts that we have in class (see examples available in image below).
• Use Inventor to create an Assembly of the chosen puzzle cube part using the single wood cube Part.
• Post a photo of the puzzle cube piece you chose to model (you may use your lap top or cell phone to capture an image) and a corresponding screenshot of your assembly.




Achievements:
Post evidence of all achievements earned to your online portfolio (click here to see an example). Tally the total number of Achievements earned and start your post with "I earned X achievements for this challenge" where X is the number you earned.
"1st Assembly" - Post a photo of a puzzle piece (use webcam or smartphone) and then a screen shot of an Inventor assembly of it.
"2nd Assembly" - Post a photo of a second puzzle piece (use webcam or smartphone) and then a screen shot of an Inventor assembly of it.
"3rd Assembly" - Post a photo of a third puzzle piece (use webcam or smartphone) and then a screen shot of an Inventor assembly of it.
"4th Assembly" - Post a photo of a fourth puzzle piece (use webcam or smartphone) and then a screen shot of an Inventor assembly of it.
"5th Assembly" - Post a photo of a fifth puzzle piece (use webcam or smartphone) and then a screen shot of an Inventor assembly of it.
"Give Help" - Help your classmates. Describe a specific case of help you gave someone else.
"Recieve Help" - Solicit and recieve help from a classmate. Describe who helped you and how.
"I'm the Assembly Master!" - Create an assembly of the monster tower of power below (this could be tough...):

Character: Grit

Perseverance and continued passion for goals seem to be as important to the achievement of long term success as talent (as measured by grades/test scores). This is an important realization for us as aspiring technical leaders.

So how can we tell where we stand with these qualities of perserverance and long term passion for goals (or in other words, "Grit")?

Angela Duckworth from the University of Pennsylvania has developed a "Grit Scale" to help gain insight on these qualities.

Please complete the following:
• 1) Use a sheet of paper to record your answers to the questions on the Grit Scale (find below).
• 2) Obtain a copy of the evaluation key and evaluate your responses. Annotate your paper with a value for each of your answers. Calculate the average scores as specified for each of the five areas: Grit, Consistency of Interest, Perseverance of Effort, Brief Grit Scale and Ambition.
• 3) Self generate feedback (+, change, ? and !) regarding the test. Specifically: Identify an area where you're strong (+), identify an area where you could improve (change), identify ideas on how you might improve in that area (!) and list a question that you have for yourself (?).
• 4) Turn in your self evaluation when complete. Your score is based on your ability to complete step 2 (average scores) and step 3 (self generate feedback).


Grit Scale
Directions for taking the Grit Scale: Please respond to the following 17 items. Be honest – there are no right or wrong answers!

1. I aim to be the best in the world at what I do.
Very much like me
Mostly like me
Somewhat like me
Not much like me
Not like me at all

2. I have overcome setbacks to conquer an important challenge.
Very much like me
Mostly like me
Somewhat like me
Not much like me
Not like me at all

3. New ideas and projects sometimes distract me from previous ones.
Very much like me
Mostly like me
Somewhat like me
Not much like me
Not like me at all

4. I am ambitious.
Very much like me
Mostly like me
Somewhat like me
Not much like me
Not like me at all

5. My interests change from year to year.
Very much like me
Mostly like me
Somewhat like me
Not much like me
Not like me at all

6. Setbacks don’t discourage me.
Very much like me
Mostly like me
Somewhat like me
Not much like me
Not like me at all

7. I have been obsessed with a certain idea or project for a short time but later lost interest.
Very much like me
Mostly like me
Somewhat like me
Not much like me
Not like me at all

8. I am a hard worker.
Very much like me
Mostly like me
Somewhat like me
Not much like me
Not like me at all

9. I often set a goal but later choose to pursue a different one.
Very much like me
Mostly like me
Somewhat like me
Not much like me
Not like me at all

10. I have difficulty maintaining my focus on projects that take more than a few months to complete.
Very much like me
Mostly like me
Somewhat like me
Not much like me
Not like me at all

11. I finish whatever I begin.
Very much like me
Mostly like me
Somewhat like me
Not much like me
Not like me at all

12. Achieving something of lasting importance is the highest goal in life.
Very much like me
Mostly like me
Somewhat like me
Not much like me
Not like me at all

13. I think achievement is overrated.
Very much like me
Mostly like me
Somewhat like me
Not much like me
Not like me at all

14. I have achieved a goal that took years of work.
Very much like me
Mostly like me
Somewhat like me
Not much like me
Not like me at all

15. I am driven to succeed.
Very much like me
Mostly like me
Somewhat like me
Not much like me
Not like me at all

16. I become interested in new pursuits every few months.
Very much like me
Mostly like me
Somewhat like me
Not much like me
Not like me at all

17. I am diligent.
Very much like me
Mostly like me
Somewhat like me
Not much like me
Not like me at all

The Deep Dive

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?

Product Evolution Slides

We've had some great presentations on Product Evolution in our Engineering Design classes. To help capture your experience, please post your slides to your blog.

Tip: In Power Point, save your file as an image (change the file type from .ppt to .jpg). The software will ask if you want to save a single slide or choose to save them all. Saving them all will create a folder with all your slides as images in it. Use these to post to your blog.

• Post your slides
• Arrange your slides in sequence
• At the start of the post, put your slides into context with a sentence or two summarizing your presentation (product, key moment in evolution).

The "Brick by Brick" Challenge

This challenge is an opportunity to apply what we've learned about
making Parts in Inventor. As a "Challenge", this is an open ended, Achievement based format. Earn as many Achievements as you can. Your final score is curved against the class average.

Overview:
The Tiki Brick Co. is looking to create a digital design archive of their legacy brick products.

Criteria:
Create 3D digital parts of the below Brick designs.

Constraints:
• 3D parts will be rendered using our Autodesk Inventor software
• All work must be your own but you are encouraged to collaborate with your classmates for pointers/advice.
• Save your files for future reference.


Achievements (These are how you earn points!):
• Create a post titled The "Brick by Brick" Challenge
• At the top of the post, list the number of Achievements you've earned ("Total Achievements Earned = X")
• Write a one or two sentence summary regarding making parts in Inventor (your blog is an online portfolio/reference so provide context for readers from outside of our course).
• Justify each Achievement you've earned. Post the title of the Achievement and an image of your part (use the main menu in inventor to save an image of each part you complete).
• We're just learning the basics of making parts so we're not yet focused on using exact measurements in our designs. Your parts must be roughly proportional (correct number of faces/curves, similar proportions) to the Bricks in question. If there is any doubt, we'll put it to a jury of your peers. Your instructor has the final verdict. Don't worry about texture details, we're just looking at the shapes of the product.




Achievement - The "Basic" Brick
A straightforward part shape to start with. Click here to see an example Inventor Part.




Achievement - The "T-Bone" Brick
This shape adds a few more sides to the basic brick. Click here to see an example Inventor Part.






Achievement - The "Axe Head" Brick
Now we'll experiment with using curves.





Achievement - The "Tri-Pole" Brick
More complexity with our curved shape.








Achievement - The "MC Escher" Brick
Can you figure out something like this?!



Achievement - The "Make Your Own" Brick
Use Inventor to design your own Brick. Post an image of the result.

Achievement - "Seek Help"
Ask a classmate for help. To earn the achievement list who helped you and what they helped you with.

Achievement - "Lend a Helping Hand"
Lend help to a classmate. To earn the achievement list who you helped and what you helped them with.

Inventor Basics: Making Parts

In our Inventor software, a "Part" is the basic building block one uses to put together a more complex design. Once you've created one or more parts, you may put them together into an "Assembly".

We will review the process of creating an Inventor part in class today.


If you need to review how to make a part, here are some useful links:

• Click here to follow a step by step tutorial on making a part in Inventor

• Here is the first in a series of youtube videos that demonstrates how to make sketches, which are then extruded into a 3D shape.

Student Blog Links: 5th Period

5th Period - please comment on this blog post with your blog title and blog url listed. I will use these addresses to make a list of class links on the right sidebar. Thanks!

As an example:
"Hi 5th Period! Hi Mr. Olson!
My blog is called Creative Problem Solvers!
The url is www.creativeproblemsolvers.blogspot.com"

My First Blog Post!

We're getting all of our 2011-2012 students set up with their blogs. These will serve as an online portfolio of your engineering experiences.

Please Complete the following to make your blog:
1) Sign in to your Google account. Create one at www.google.com if you don't already have one.
2) Create a blog through www.blogger.com
3) Name your blog. Choose any school appropriate name that you like for your online portfolio. Since this is something that we hope will serve as a reference, please choose a title/web address appropriate to include on a resume. Consider the use of words like "Engineering", "Design", "Problem Solving", your name, etc.


Assignment for your first Post:
1) Title your post "My First Blog Post!"
2) Type some text greeting people that visit your blog.
3) Insert a photo of something you're interested in (hobby, sports team, technology, etc.)
4) Include a sentance or two of text before or after the photo explaining your interest.
5) Insert a link relavent to the photo.
6) Use the spell check feature to check your spelling.
7) Make sure your post is formated in a presentable way.
8) Add a Label to the post

Emergency Preparedness!

Thursday's county wide blackout and Sunday's 10 year anniversary of September 11th are powerful reminders that large scale emergencies can happen without warning. As designers, we will consider ways that we can be better prepared for life's unexpected events. This activity serves as an opportunity to apply the PLTW 12-step design process that is part of our Engineering and Design curriculum.


Task:
Use the 12-step Design Process discussed in class to develop an Emergency Preparedness Plan. Define the problem, brainstorm solutions, create a prototype, generate user feedback and then readjust your solution.


Criteria:
Prepare a list of essential items your family would like to have on hand for an emergency situation.
You may collaborate with your classmates in developing your plan.
Each student will prepare their own list.

Constraints:
Items required for the plan/list must be affordable for your family.



Assignment: Emergency Preparedness Supply List (5pts)
Prepare and complete the following on your blog. Ensure your product is organized and professional:

Define the Problem (1pt) - What types of emergency situations might you and your family need supplies for? Include an image at the top of your post related to one of them. List at least 3 types of emergencies you want to consider for your list.

Brainstorm Ideas (1pt) - List at least 20 ideas for supplies you could use for the given emergencies (number your ideas). Get input from at least one other student (list student next to any ideas they shared). Remember the rules of brainstorming is that there are no rules.

Generate a Solution (1pt) - Given the constraints listed above, generate a list of supplies for you and your family.

Solicit Feedback (1pt) - Get specific "+, delta, ? and !" feedback from your family. List who shared what input with you.

Refine your Solution (1pt) - Adjust your plan based on your feedback. Cite a specific change based on each category of feedback (+, delta, ? and !).

Period 3 & 5 Final Challenge

Greetings Engineers,

Here is a final engineering design challenge to wrap the year up with a bang!

You have the next two hours to exercise your creative and technical skills on this problem.


Challenge: Many members of the CHS Senior class will be heading off to college in the fall. Once at school, bicycles will be the primary mode of transportation for most. Student housing is often cramped. How can students store their bike inside without impacting their and their roommates living space?





Design a Bicycle storage system that allows a student to keep their bike indoors without taking up major space in their living areas.

Utilize the design process we've learned this year to generate a solution to this problem.


Post the following to your online portfolio (15 points):

-Define the Problem (1pt)
-Brainstorm Solutions (2pts)
-Define Criteria and Constraints (2pts)
-Generate Sketches (2pts)
-Select an Approach: Use a Decision Matrix to justify your approach (2pts)
-Model your solution with CAD software: Post an Isometric view of your assembly and a multiview drawing. (3pts)
-Use the 4 Quadrant Feedback technique to assess your model (3pts)

Survey Time

Our CHS Engineering Courses are offered through the county's Regional Occupational Program (ROP). We've been given the task of completing a survey for them.

Click here to take the ROP survey

Design Thinking

Essential Question
Design Thinking: A tool for life?





What is a Bootleg?

This Stanford D.School Bootcamp Bootleg is an "active" toolkit to support your design thinking practice.


This document is composed of 5 "Modes" and many "Methods". The Modes are general areas a designer opperates in within the design process. The Methods are specific techniques you may employ in support of the purpose of a Mode.


Complete the following tasks:

1) As a team, select one of the 5 design thinking "Modes" to educate the class on. Study up on the Mode. Prepare and present to the class so they understand the process involved with it. The goal is that the class understands how to operate within the mode.

2) Choose a "Method" that would support the Mode you selected. Include this Method as an example of how to operate within the Mode.

3) We've been using our 12 Step Iterative Design Process. How does the Design Thinking process presented in the Bootleg differ from our 12 step process? How is it similar?

The Deep Dive

***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?

Glider Challenge: Deliverables

Post the following to your online portfolio:

1) An image of your completed glider design.

2) Your Glider Challenge: Design Phase notes.

3) Your Glider Challenge: Test Phase notes.

4) Your Glider Challenge competition day results. How did your glider perform? What would you change if we competed again?

Glider Challenge: Test Your Prototype!

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?

Glider Challenge: Design Phase

1) What's the challenge?

2) Brainstorm solutions:
-What are the rules of brainstorming? (oxymoron)
-List your ideas
-Sketch at least two of them

3) Specify:
-Criteria
-Constraints (be specific about materials available)

4) Develop Solutions:
-Sketch (with labels)
-Model in CAD (Engineering Design courses only)

5) "Prototype the Prototype"
-You can only build once with your balsa/tissue paper materials. Use paper-aircraft to test your ideas. Each memeber of your team will build a paper airplane.