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2021_2022_2nd_9_weeks_11

Page history last edited by John Codega 2 years, 4 months ago

1/10 & 1/11

CORE TOPICS

  • 7 -- USER-CENTRED DESIGN

ESSENTIAL IDEAS 

  • The fundamental principle of UCD is that understanding the needs of the users is the key to designing the best products and services.

CLASS ACTIVITIES  

  • Watch some videoooooooooooooooooooooooooooooos
  • Before we start read this article and think about:
    • Is the author right?  Just be able to talk about your answer like a human -- please be able to speak like you thought about it a bit.... 
      • This is a good preview of UCD and User Experience (UX) design 
  • Take some notes on Topic 7 -- USER CENTRED DESIGN (that's the UK spelling of centred btw...)
    • Let's power through these today and Friday

 

 

1/4 - 1/8

CORE TOPICS

1 -- Human Factors and Ergonomics

  • 1.1a -- Anthropometrics
  • 1.1b -- Psychological Factors
  • 1.1c -- Physiological Factors

ESSENTIAL IDEAS 

  • Designers consider three human factors to ensure that products meet ergonomic needs.

CLASS ACTIVITIES  

  • Take a look at the other human factors of design!
    • Working in small groups complete the following assignment:
      • Create a commercial/Public Service Announcement reminding designers to consider Physiological or Psychological Factors into their designs.
        • Codega will assign your group a physiological or Psychological factor.
        • These Docs will help with the content -- Topic 1 Overview Part 1B.pdf  Topic 1 Overview Part 2.pdf  
        • Your PSA must include the following:
          • A video 1:00 - 1:30 long
          • A brief definition of your term
          • A design context for the factor and an example of it in the real world!
          • Some sort of slogan/catch phrase/whatever to help people remember to consider your factor.
          • A bit of music (just to make it interesting...)
          • Some kind of credits 
      • Here are the topics: 
        • Environmental Factor (Psychological Factor) -  Thermal Comfort
        • Environmental Factor (Psychological Factor) -  Noise
        • Environmental Factor (Psychological Factor) -  Humidity
        • Environmental Factor (Psychological Factor) -  Lighting
        • Physiological Factor - Biomechanics 
        • Physiological Factor - Comfort and fatigue 
      • And the RUBRIC 
    • What makes a good PSA you ask?  Check these out!
  • These will be due
    • Thursday by midnight for A Day 
    • Friday by midnight for B Day

 

 

1/3 -- Happy New Year (and a wind caused 2 hour delay...)

 

12/15 & 12/16

CORE TOPICS

1 -- Human Factors and Ergonomics

  • 1.1a -- Anthropometrics
  • 1.1b -- Psychological Factors
  • 1.1c -- Physiological Factors

ESSENTIAL IDEAS 

  •  Designers consider three human factors to ensure that products meet ergonomic needs.

CLASS ACTIVITIES 

 

 

12/13 & 12/14

CORE TOPICS

1 -- Human Factors and Ergonomics

  • 1.1a -- Anthropometrics
  • 1.1b -- Psychological Factors
  • 1.1c -- Physiological Factors

ESSENTIAL IDEAS 

  •  Designers consider three human factors to ensure that products meet ergonomic needs.

CLASS ACTIVITIES 

HOMEWORK 

  • Finish whatever you don't get done in class and we'll see you next time! 

 

 

12/9 & 12/10

CORE TOPICS

1 -- Human Factors and Ergonomics

  • 1.1a -- Anthropometrics
  • 1.1b -- Psychological Factors
  • 1.1c -- Physiological Factors

ESSENTIAL IDEAS 

  • Designers consider three human factors to ensure that products meet ergonomic needs.

CLASS ACTIVITIES  

  • In light of...events...and most of you are probably not at school today, we'll scrap the planned lesson 

HOMEWORK

  • I'll check the OnShape next week!
  • Finish reading the document please! 

 

12/7 & 12/8

CORE TOPIC

  • 3.5 -- Rapid Prototyping  

ESSENTIAL IDEA/OBJECTIVES

  • Rapid prototyping is the production of a physical model of a design using three-dimensional CAD data. 

CLASS ACTIVITIES 

HOMEWORK

  • Finish up the OnShape tutorials -- I'll check them for a grade next class! 

 

 

12/3 & 12/6

CORE TOPIC 

  • 3.4 -- Computer-aided design (CAD) 

ESSENTIAL IDEA/OBJECTIVES

  • A computer aided design is the generation, creation, development and analysis of a design or system using computer software.

CLASS ACTIVITIES  

  • Complete this graphic organizer for all things CAD (this topic shows up on the exam fairly regularly so I want to make sure you have something durable to hold onto for the next 18 months...) 3_4_CAD_Graphic Organizer.pdf
  • If you finish early then you can keep working on the OnShape assignment that is due Tuesday / Wednesday!

 

 

12/1 & 12/2

CORE TOPIC 

  • 3.4 -- Computer-aided design (CAD) 

ESSENTIAL IDEA/OBJECTIVES

  • A computer aided design is the generation, creation, development and analysis of a design or system using computer software.

CLASS ACTIVITIES  

HOMEWORK

  • The OnShape Fundamentals learning pathway is due Tuesday / Wed next week  
    • Buuuuuuuuuuuuuuuuuuuuuut there won't be any more class time to complete this assignment.   

 

11/8 & 11/9 - 11/30 (that's WAY TOO LONG everybody!)

CORE TOPIC 

  • TOPIC 3.1 -- Identify the importance and use of Conceptual Modelling  
  • TOPIC 3.2 -- Identify and Define what a graphical model is and its importance to the overall design process. 

ESSENTIAL IDEA/OBJECTIVES

  • conceptual model originates in the mind and its primary purpose is to outline the principles and basic functions of a design or system.  
  • Graphical models are used to communicate design ideas 
  • physical model is a three-dimensional, tangible representation of a design or system 

CLASS ACTIVITIES  

  • WE NEED MORE CARDBOARD!!!!!!!!!!!  Please please please grab some if you have a hookup!
  • We are off to the workshop! 

 

 

11/4 & 11/5

CORE TOPIC 

  • TOPIC 3.1 -- Identify the importance and use of Conceptual Modelling  
  • TOPIC 3.2 -- Identify and Define what a graphical model is and its importance to the overall design process. 

ESSENTIAL IDEA/OBJECTIVES

  • conceptual model originates in the mind and its primary purpose is to outline the principles and basic functions of a design or system.  
  • Graphical models are used to communicate design ideas 
  • physical model is a three-dimensional, tangible representation of a design or system 

CLASS ACTIVITIES  

  • The (Codega modified) Marshmallow Challenge
    • You have 18 minutes to create the highest free standing structure out of 20 sticks of spaghetti, one yard of tape, one yard of string, and one marshmallow (which goes on top).
    • We will measure to see who has the highest one that remains standing.
    • Watch the TED Talk about the marshmallow challenge
      •  
    • After the first round we will do it again, but this time you must take 5 minutes to first reflect on what went well and what could be improved and THEN create a NAPKIN sketch of your new design.  After that time you will build it again, this time with only 13 minutes. 
    • We will measure again.  The winning group will be the team that has the highest TOTAL height (remember, only buildings that remain standing will count towards the total) will get the  remaining marshmallows.
  • Next we'll talk about the physical modeling project
    • TEAMS
    • Assignment:
      •  
      • Create a mock up of a new Hot Wheels track toy for a 6 year old boy with very specific interests:
        • dinosaurs
        • action figures
        • animals (particularly obscure ones -- horses/pigs/cows aren't going to cut it) 
        • soccer
        • The color red
        • candy
        • Looney Tunes
        • Among Us (I have not idea but he watches YouTube videos about it)
        • Science / Mosquitos 
        • Sharks
    • As with any design, this project needs to start with a CONCEPTUAL Model -- in this case it's going to be some napkin sketches and then the construction of a scaled down physical model.

The design specifications for your test track are as follows:

  • It must include a steep decline (in order to give the car enough forward motion)
  • It must include an up slope of some kind (small hill)
  • It must include two or more of the following features (more than two will result in extra credit points):
    • A loop
    • A jump of more than 1 foot (12 inches) 
    • A banked turn
  • It must be made of cardboard
  • It must be at least six feet in length (but you will probably need to make it longer in order to meet the criteria and build up enough speed)
  • The car must be able to travel from the start to the finish of the test track at least once. 

 

Have fun with this but be sure to keep the following in mind:

  • Remember the MARSHMALLOW -- that is, test throughout the process, even if it's just small sections at a time -- don't just wait until the end and then complain if your car doesn't make it!
  • If your car fails to complete the test track that you create then your grade will too.  DO NOT TRY ME ON THIS!
  • Be creative but don't get hung up on making it crazy/pursuing the extra credit -- fulfill the basic requirements and THEN look to add/go after the EC.   

 

  •  

 

 

11/2 & 11/3

CORE TOPIC

  • Identify and Define what a graphical model is and its importance to the overall design process. 

ESSENTIAL IDEA/OBJECTIVES

  • Graphical models are used to communicate design ideas 

CLASS ACTIVITIES 

  • Debrief the parking lot assignment
  • Take a look at the test of unit 3
    • Read and interact with the packet that Codega hands out. 

 

10/18 - 10/28

CORE TOPIC

  • Identify and Define what a graphical model is and its importance to the overall design process. 

ESSENTIAL IDEA/OBJECTIVES

  • Graphical models are used to communicate design ideas 

CLASS ACTIVITIES 

 HOMEWORK

  • You might need to work on this outside of class...just saying is all...

 

 

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