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2022_2023_2nd 9 weeks_11

Page history last edited by John Codega 1 year, 4 months ago

Make Up Assignment if you got a 7 on the racetrack!

  • You will design and then create anything you want that captures the essence of you
  • The project MUST contain the following elements (point value is included in the parentheses):
    1. Your design can take any form but CREATIVITY is paramount.  This class will require you to think creatively to solve complex problems on an almost daily basis so why not see if you measure up.  By interacting with it (whatever that means for your design) Codega must get a sense of who you are.  There is a degree of subjectivity to this therefore a formal grade will not be assigned until after the presentations are given (65 points).  
      1. Projects and presentations are due on Tuesday!
    2. You must provide a WRITTEN explanation of your thought process  -- how did you come up with your idea (hint: it didn't just pop into your head) (20 points)
      1. Length -- as long as you think it should be...
      2. Included any notes, sketches, or brainstorming that you did in the initial design phase (just attach it to the written document) 
    3. The Presentation (5 points)
      1. Basically take no more than 1 minute to explain your project.  
  • THIS PROJECT IS INTENTIONALLY VAGUE!
  • Do a good job on this and earn up to a 90 on the racetrack.  Don't do a good job and keep the 7...the choice is yours!


12/13

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   

  • 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 centered btw...)
    • Let's power through these today and Thursday

 

 

12/5 - 12/9

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 -- each group will do 2: 
        • 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
    • Friday by midnight

 

 

12/1

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 

 

11/28

  • Welcome back!  Hope everyone had a good break!
  • Tough loss football team -- you'll get 'em next year. 

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

  • Read / Underline / Whatever the packet Codega hands out! 

 

 

11/18 - 11/22

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 

  • A few things to get done today:
    • Adam is presenting his project
    • Let's clean up the test tracks -- The Boy enjoyed them and the grades from him will go in today...
    • Next let's flex some of these OnShape muscles!
      • Your job is to create a key chain.  It must:
        • Be all on one plane and be printed lying down flat
        • Cannot be any larger than 65x65x10mm
          • yup, that's metric! 
        • NO OVERHANGING PARTS 
        • It must be creative and made by YOU! 
          • make these cool and I'll print them when we get back from break!
        • These are due by the END of CLASS on Tuesday!  I'll tell you how to export them next class!

HOMEWORK

  • Go to the football game!  GOOOOOOOOOOOOOOOOOOOO FALCONS! 

 

11/16

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 

 

 

11/14

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  

 

 

11/3-11/11

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 next week  
    • Buuuuuuuuuuuuuuuuuuuuuut there may not be any more class time to complete this assignment.   

 

11/1

CORE TOPIC

3.4 -- Computer Aided Design

ESSENTIAL IDEA/OBJECTIVES

CLASS ACTIVITIES 

  • Debrief the test tracks
    1. Describe the iterations of your design -- how did it change over the course of the project (this is narrative)  
    2. What went well with your group AND design (that's two questions really)
    3. What would you change about your design to make it more successful?
    4. What did you learn about design and modeling from this activity?  
    • TURN IN FOR A GRADE! 
  • More TOPIC 3
    • Quick notes (just take out the packet we had from earlier and make sure you have the highlights covered). 
    • Next:
      • go to https://www.tinkercad.com
      • Create an account
      • Play around with it and create something -- lets say something that keeps your earbuds untangled or if you have fancy ones then something that keeps them organized/so you don't lose them
  • Let's try to sign up for a http://www.onshape.com account
  • If that doesn't work then try this:
  • In the LEARNING CENTER complete the SELF PACED COURSE TOPICS:
    • Intro to sketching
    • Part Design Using Part Studios
  • I'll check it for a grade next class (i.e % done) 

HOMEWORK

  • Make sure you have an OnShape account. 

 

 

10/18 - 10/28

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  

  • Let's get going on the tracks
    • See last class for the rules / requirements
    • Big takeaway -- if it doesn't work on test day you get a 7 (and that's out of 100)
      • Don't continue to chase ideas that aren't working -- cut bait and try something else! 

 

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
        • football 
        • The color red
        • candy
        • Science
        • 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. 

 

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