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2014_2015 Semester 1

Page history last edited by John Codega 9 years, 8 months ago

1/7

  • QUIZ!!!!!!!!!!!!!!
    • This will take up the bulk of the class period -- sorry!
  • Make sure you have your design notebook ready to be checked tomorrow! 

 

 

1/5

CORE TOPICS

  • 1 -- Human Factors and Ergonomics
    • 1.1a -- Anthropometrics
    • 1.1b -- Psychological Factors
    • 1.1c -- Physiological Factors

ESSENTIAL IDEA

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

CLASS ACTIVITIES

 

12/18

CORE TOPICS

  • 1 -- Human Factors and Ergonomics
    • 1.1a -- Anthropometrics
    • 1.1b -- Psychological Factors
    • 1.1c -- Physiological Factors

ESSENTIAL IDEA

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

CLASS ACTIVITIES

  • Quick talk about Static vs Dynamic data and why it matters to Anthropometrics 
  • Take a look at this -- Codega could not improve on this document -- it is awesome!  PLEASE PLEASE PLEASE PLEASE look at it -- you will be responsible for it when we return from break!  
    • Since it is already short I do not want you take notes on it but I DO want you to study it.  Please print it out and keep it with you... 
  • Take a look at this http://www.adaag.com/ada-accessibility-guidelines/index.php#4.2
    • In your notebook please answer the following questions (and yes, please copy these questions :
      • What is the minimum space needed for a wheel chair to pass through?
        • Do the doors of the 400 accommodate this?
        • Do the doors of the 300 building accommodate this? 
        • How about the 800?
        • How about the 500? 
      • What is the minimum amount of space needed for a wheel chair to turn 180 degrees?
        • Create a quick sketch that illustrates the space needed (top down view is fine).
        • Do the bathrooms in the 300 meet this standard?
        • Does the 200 building meet this standard?  
      • What are the minimum and maximum for forward reach?  Why is this important to consider?
      • What are the minimum and maximum heights for side reach?  Why are these different?
  • HOMEWORK FOR OVER THE BREAK:
    • Read this article and provide the following in your notebook:
      1. 25 word summary 
      2. What does this have to do with our current unit of study (Human Factors).  be sure to cite specific information from the article to support your answer.
      3. Do you buy the thesis of this article?  Again, use specific information to either support or refute the authors argument. 
    •  http://www.baddesigns.com/examples.html
      • Find an example of bad design that you think is interesting.
      • Come up with an alternative design solution (please do not just copy the one that is there -- I don't think that many of them are great anyway)
      • Sketch out your design solution (it doesn't need to be to scale or with measurements but it DOES need to reflect thought, care, and time).
      • ALL OF THIS BELONGS IN YOUR DESIGN NOTEBOOK AND IT WILL BE CHECKED FOR A GRADE NEXT CLASS!!!!! 
    • Here is some fun holiday reading courtesy of your pal, Codega 

 

12/17

CORE TOPICS

  • 1 -- Human Factors and Ergonomics
    • 1.1a -- Anthropometrics
    • 1.1b -- Psychological Factors
    • 1.1c -- Physiological Factors

ESSENTIAL IDEA

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

CLASS ACTIVITIES

  • Version 2.0 must be done by the end of class today.
  • Tomorrow we will work on finishing the content for this section (not a ton) and then we'll go and work with HL Biology on your Cat. 4 project (which none of you have started yet!)
  • HOMEWORK
    • Make sure your design notebook is ready to turn it -- this will serve as your 9 Weeks Exam!!!! 

 

12/15

CORE TOPICS

  • 1 -- Human Factors and Ergonomics
    • 1.1a -- Anthropometrics
    • 1.1b -- Psychological Factors
    • 1.1c -- Physiological Factors

ESSENTIAL IDEA

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

CLASS ACTIVITIES

  • Talk about the articles that you read for homework
  • Discuss your cell phone accessories -- perhaps a quick presentation!
    • Let's do some evaluation
    • Let's plan some next steps/planning for the wave of prototypes -- your design 2.0
      • How could you create a better prototype?  It does not need to be a finished product but it does need to show some refinement.   
  • HOMEWORK
    • Try to have any additional materials ready for prototype 2.0 on Wed.  If you need something cut (wood, metal, etc.) bring it on Tuesday with exact measurements so Codega can cut them for you on Tuesday night).
    • Check out this website:

 

12/11

CORE TOPICS

  • 1 -- Human Factors and Ergonomics
    • 1.1a -- Anthropometrics
    • 1.1b -- Psychological Factors
    • 1.1c -- Physiological Factors

ESSENTIAL IDEA

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

CLASS ACTIVITIES

 

12/10

CORE TOPICS

  • 1 -- Human Factors and Ergonomics
    • 1.1a -- Anthropometrics
    • 1.1b -- Psychological Factors
    • 1.1c -- Physiological Factors

ESSENTIAL IDEA

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

CLASS ACTIVITIES

  • Take a look at the drawings for your projects.
  • Review the use of charts and which were the most effective for design purposes.
  • HOMEWORK
    • None really...instead come ready tomorrow to prototype your design! 

 

12/8

CORE TOPICS

  • 1 -- Human Factors and Ergonomics
    • 1.1a -- Anthropometrics
    • 1.1b -- Psychological Factors
    • 1.1c -- Physiological Factors

ESSENTIAL IDEA

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

CLASS ACTIVITIES

  • Quick talk about the article you read for homework
    • What is going on with these balloons? 
    • What does this have to do with the idea of failure and success in design?  
  • Let's measure some more people!
  • Now that you have an increased data set, please redraw your graphs -- did the increased number of measurements change anything?
  •  Create two formal drawings of the design.  Everyone in the group must produce them in their notebook!
    • Isometric and Orthographic drawings!!!!  Make sure you look back and review the requirements of each!
    • Please use rulers for this -- otherwise I will take points off! 

 

12/4

CORE TOPICS

  • 1 -- Human Factors and Ergonomics
    • 1.1a -- Anthropometrics
    • 1.1b -- Psychological Factors
    • 1.1c -- Physiological Factors

ESSENTIAL IDEA

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

CLASS ACTIVITIES

  • Today you will create a mobile phone accessory.  The goal of your design is to make mobile phones easier to operate for the user (therefore you need to think about anthropometric.
    • Steps:
      • Brainstorm general ideas about problem you have using your phone.
      • Who is this design aimed at? 
      • Research to see if there are any products currently on the market that address your problem.
      • Create a rough sketch of your design
      • Gather anthropometric data for users
      • Create a graph of your results 
  • Homework

http://www.slate.com/articles/technology/future_tense/2014/12/project_loon_how_google_s_internet_balloons_are_actually_working.html 

 

12/3

CORE TOPICS

  • 1 -- Human Factors and Ergonomics
    • 1.1a -- Anthropometrics
    • 1.1b -- Psychological Factors
    • 1.1c -- Physiological Factors

ESSENTIAL IDEA

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

CLASS ACTIVITIES

 

 

 

12/1 -- due to KEYTRAIN testing (I know, it was impossible...said no one) we'll tackle last weeks work with this weeks work.

CORE TOPICS

  • 1 -- Human Factors and Ergonomics
    • 1.1a -- Anthropometrics
    • 1.1b -- Psychological Factors
    • 1.1c -- Physiological Factors

ESSENTIAL IDEA

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

CLASS ACTIVITIES

 

11/20

CORE TOPICS

  • 3.4 -- Computer Aided Design
  • 1 -- Human Factors and Ergonomics
    • 1.1a -- Anthropometrics
    • 1.1b -- Psychological Factors
    • 1.1c -- Physiological Factors

ESSENTIAL IDEAS

  • A Computer Aided design is the generation of , creation, development, and analysis of a design or system using computer software   
  •  Designers consider three human factors to ensure that products meet ergonomic needs.

CLASS ACTIVITIES

 

 

11/19

CORE TOPICS 

  • 3.4 -- Computer Aided Design

ESSENTIAL IDEA

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

CLASS ACTIVITIES

  • Talk about your homework
    • Share some articles (Codega will use the cards so please come to class prepared!)
    • Talk briefly about the building in Taipei
  • Finish your slides and email them to Codega as jpegs.
  • Present your part to the class!  DO NOT JUST READ THEM -- TRY TO HAVE COMMAND OVER YOUR SUBJECT!
    • EVERYONE IS EXPECTED TO TAKE NOTES!!!! 
  • HOMEWORK:

 

11/17

CORE TOPICS

  • 3.5 -- Rapid Prototyping 
  • 3.4 -- Computer Aided Design

ESSENTIAL IDEA

  • Rapid prototyping is the production of a physical model of a design using 3D CAD data
  • A Computer Aided design is the generation of , creation, development, and analysis of a design or system using computer software  

 CLASS ACTIVITY

  • Review the class activity from Thursday -- the Room!  Mr. Shealy will take a look at them 3rd block and will declare a winner on Wed.
  • Review of the Rapid Prototyping videos from last class.

 

 

    • Take a quick look at some other aspects of CAD design:
      1. Data Modeling & Statistical Modeling
      2. Bottom Up vs Top Down Modeling
      3. Finite Element Analysis
      4. Motion Capture (as it relates to CAD)
      5. Haptic Technology
      6. Virtual Reality
      7. Animation 
        1. Each group needs to complete the following using Keynote in three or less slides (but save the slides as jpegs and email them to me -- easiest way for me to put them together using my Windows machine ):
          • A good definition of the term as it relates to CAD (this is the most important part of the assignment -- failure to do this correctly will have a MAJOR impact on this daily grade!!!!)
          • A few real world examples
          • At least one image that relates to the image. 
    • By the way, IT is on the case trying to install CAD software on the Social Studies laptop cart...hopefully we'll be able to create something soon!
    • HOMEWORK

 

11/13

CORE TOPICS 

  • 3.3 -- Physical Modeling
  • 3.4 -- Computer Aided Design
  • 3.5 -- Rapid Prototyping 

ESSENTIAL IDEA

  • A physical model is a 3D, tangible representation of a design or system. 
  • A Computer Aided design is the generation of , creation, development, and analysis of a design or system using computer software  
  • Rapid prototyping is the production of a physical model of a design using 3D CAD data

CLASS ACTIVITIES

 

11/11

CORE TOPICS

  • 3.2 -- Graphical Modeling 
  • 3.3 -- Physical Modeling

ESSENTIAL IDEAS

  • Graphical models are used to communicate design ideas.
  • A physical model is a 3D, tangible representation of a design or system.  

CLASS ACTIVITIES

  • Quick review of CAD and talk briefly about your homework (types of CAD software)
  • A special Design Challenge (NO PREVIEW!)
    • You will have to provide a cocktail napkin sketch of your ideas (INDIVIDUAL)
    • Next, as a team you will evaluate the design ideas and either blend or pick one idea to create.
      • Remember, you only have a set amount of time and resources available.
      • This is a competition and to the victors go the spoils! 
    • Finally EACH team member will be responsible for an orthographic drawing of your teams design. 
  • HOMEWORK:
    • Finish your drawing and be ready to share with the class on Thursday! 

 

11/10

CORE TOPIC

  • 3.3 -- Physical Modeling
  • 3.4 -- Computer Aided Design
  • 3.5 -- Rapid Prototyping 

ESSENTIAL IDEA

  • A physical model is a 3D, tangible representation of a design or system. 
  • A Computer Aided design is the generation of , creation, development, and analysis of a design or system using computer software  
  • Rapid prototyping is the production of a physical model of a design using 3D CAD data

CLASS ACTIVITIES

  • Review the Homework from last class (advantages and disadvantages)
  • Let's discuss the Stanford video you watched:
    • What were the BIG IDEAS? 
    • I know it got a bit crazy but... 
  • Finish the notes on MODELS (CAD & rapid prototyping -- we'll come back to these later in the semester as part of a larger product)
  • Quick talk about the visit from the Advanced Ed. Accreditation team.
  • HOMEWORK

 

11/6

CORE TOPIC

  • 3.3 -- Physical Modeling

ESSENTIAL IDEA

  • A physical model is a 3D, tangible representation of a design or system.  

CLASS ACTIVITIES

  • Go over definitions and drawing homework.
  • Continue notes on the different types of models -- today we tackle the physical type!
  • HOMEWORK
    • Codega admitted that he did not know much about Conceptual models.  Instead we are going to watch this (yup it's long but I think it will be valuable to our understanding of modeling AND we will have an activity related to this on Monday!  Take some notes in your design notebook (in red please!)
    • After watching the video (whew that was long -- but really interesting and good prep for college) in your design notebook come up with two advantages and two disadvantages of each type of model.  Sure you could probably find some stuff on the Internets but try and reflect on these and come up with your own! 

 

11/5

CORE TOPIC 

  • 3.2 -- Graphical Modeling
  • 3.1 -- Conceptual Modeling 
  • 3.3 -- Physical Modeling

ESSENTIAL IDEA

  • Graphical models are used to communicate design ideas.
  •  
  •  

CLASS ACTIVITIES

  • Congrats to Group One for their winning design!  
  • Talk some more about the notebook (color schemes/etc.)
  • Take some notes on modeling -- this is something we will use ALL THE TIME!  Make sure you understand what the difference between the types of models!
  • HOMEWORK:
    • Complete the drawing types definitions and examples IN YOUR DESIGN NOTEBOOK! 

 

 

11/3

CORE TOPIC

  • 3.2 -- Graphical Modeling
  • 3.1 -- Conceptual Modeling
  • 7.1 -- User Centered Design 

ESSENTIAL IDEA

  • Graphical models are used to communicate design ideas.

CLASS ACTIVITIES

  • Finish the design evaluations (we still have 4 groups to go!)
  • Debrief the designs and evaluate the results -- Did most of you really evaluate your design against all of the specifications?  What problems did you have?
    • Met = 10 points
    • Partially met = 5 points
    • Not Met = 0 points
  • Review your homework.
  • HOMEWORK
    • Number ALL of the pages in your design notebook -- front and back please. 
    • Please  have the notebook ASAP!

 

10/30

  • Continue the design challenge from Tuesday (see below).
  • Unfortunately there are a few new design specifications:
    • The closet doors and laptop cart must open and accessible plus Codega needs to be able to sit at the back table.
  • Let's evaluate all of the designs against the specifications -- that means moving desks around and trying out the designs.
    • Use the form that Codega hands out! 
  • Design Notebook setup:
    • You can NOT tear pages out -- keep everything!
    • Here is the scheme for using the notebook as a tool.
      • Any new content info -- Red
      • Homework -- Blue
      • Any Design Writing or Notes -- Black
      • ALL sketches -- Pencil 
  • HOMEWORK
    • Read this article and in your design notebook (if you have one) complete the following assignment in BLUE ink ( that will be the official homework color from now on):
      • What is Google's BIG design idea?
      • Provide a 25 word summary for the article.
      • Do you see this as the future of phones?  EXPLAIN your answer in detail!  

 

10/28

CORE TOPIC

  • 3.2 -- Graphical Modeling
  • 3.1 -- Conceptual Modeling
  • 7.1 -- User Centered Design 

ESSENTIAL IDEA

  • Graphical models are used to communicate design ideas.

CLASS ACTIVITIES

  • Review the review from last class!
  • Quick discussion on what a model is and why they are vital for this class and design in general!
  • TODAY'S DESIGN CHALLENGE
    • Your group has to create a new seating arrangement to conform to the district request that the desks not be arranged in rows.  Your group MUST create the following:
      1. An articulated Design Problem 
      2. A Design brief 
      3. A scale drawing of Rm 408.  YOU MUST INCLUDE ALL EXISTING FURNITURE IN THE SCALE DRAWING!!!  ALSO INCLUDE A KEY/LEGEND. 
    • Design Specifications:
      1. Desks must be arranged in groups of 3 to 6 but they must be a consistent number (ex. all groups of 4 or whatever)
      2. All 35 desks must be used. 
      3. The design cannot alter Codega's "Green Zone" or the back tables (where the 3-D printer is), laptop cart, or any of the bookcases/filing cabinets.
      4. Teacher must be able to walk freely around the room and have access to all student desks.
      5. Students must be able to leave the room easily (restroom, water, etc) and to access the pencil sharpener.
      6. NO design can block the entrance/exit to the classroom (health and safety)
      7. All students can see the smart board with minimal physical strain -- you need to decide what that means (esp. if you were in APWH last year!).
      8. The closet doors and laptop cart must open and accessible plus Codega needs to be able to sit at the back table.
      9.  
    • FURTHER DIRECTIONS:
      • Try to come up with at least three design ideas for the room and quickly sketch them out (DO NOT take a long time on this -- just a rough drawing to kick off your thinking).  This is basically just a BRAINSTORMING ACTIVITY!
      • After you come up with three basic designs evaluate them according to the design specifications -- basically, how well does each design meet the requirements put forth by Codega.
      • After you have done all of this you can begin your scale model of the classroom.
      • The tiles in the room are 1X1 so creating a  scale model of the room should be pretty easy... 
  • HOMEWORK

 

10/27

CORE TOPIC

  • 5.1 -- Invention
  • 5.2 -- Innovation 
  • 5.3 -- Strategies for Innovation 
  • 5.4 -- Stakeholders in Invention and Innovation
  • 5.5 -- The Product Life Cycle
  • 5.6 -- Rodgers' characteristics of innovation and consumers
  • 5.7 -- Innovation, design, and marketing specifications 
  • 6.1 -- Characteristics of Classic Design 

ESSENTIAL IDEA

  • Graphical Models are used to communicate design ideas. 

CLASS ACTIVITIES

  • Brief review of everything we have covered this year -- this won't take long but I need you to try your best!
  • We are going to pay particular attention to the idea of market segment and market specifications.  
    • Quick discussion about the difference between a market segment and a market sector -- this will be important as the year goes on, especially when writing a design brief.
  • HOMEWORK:
    •  This is something we never got to a few weeks ago but...
      • Find an object that you think will still be cool in 50 years.  Either bring it in or take a picture of it.  Be ready to discuss why you think it will continue to have relevance in 2064.  

 

10/26

 

10/22

CORE TOPIC

  • Identify the basic requirements of a design brief
  • Analyze a design problem and create a design brief 

ESSENTIAL IDEA/OBJECTIVES

  • Create a design brief 

CLASS ACTIVITIES

 

10/21

CORE TOPIC

  • N/A Today -- Let's consider this a reboot!

ESSENTIAL IDEA/OBJECTIVES

  • Analyze the nature and function of the design cycle.

CLASS ACTIVITIES

 

  • Hand back a bunch of work and talk about where the grades are going...
  • HOMEWORK:
    •  You MUST have a Design notebook by NEXT FRIDAY (or at least have it ordered)
    • Think about the product we designed last month.  Reflect on your process and how much of the design cycle you and your group utilized.  Be sure you can talk about it tomorrow!!! 

 

10/16

CORE TOPIC

  • 6.1 -- Characteristics of Classic Design

ESSENTIAL IDEA

  • A Classic Design has a timeless quality, which is recognized and remains fashionable 

CLASS ACTIVITIES

  • You will have 20 minutes to finalize your videos -- they better be awesome!
  • We will have a quick How To session for exporting movies from iMovie
  • You will give your videos to Codega via his portable hardrive
  • Back to Rm 408
  • We will watch a few movies (only if you volunteer)
  • Discuss the money article.
  • If you were to redesign the American Dollar bill and create a new Classic, what would it look like (I know, you can't draw but a simple drawing and GOOD explanation will do).
  • Talk about your "classic" homework from last week.
  • Read this article -- 
  • HOMEWORK
    • Nothing this weekend except go to the homecoming dance, have a good time, go to the homecoming game, have a SAFE and good time, and finally, have a relaxing weekend.  Codega will be at training for this class so the laid back style of the class will be over when he returns! 

 

10/15 (PSAT Day = half day = really, really, really, really short class) 

 

10/9 & 10/13

CORE TOPIC

  • 6.1 -- Characteristics of Classic Design

ESSENTIAL IDEA

  • A Classic Design has a timeless quality, which is recognized and remains fashionable 

CLASS ACTIVITIES

  • Last class you drafted an iconic designer.  Your job is as follows:
    1. Research your designer and see what they have created that qualifies as "classic".
    2. Create a 1:30-2 minute video that covers the following:
      1. Some basics about the designer (the who, what, when and where)
      2.  What is their most "classic" design
      3. Based on your research what is your opinion about their status as a Iconic designer?  Should their design be considered classic?  Why or why not?
      4. **A few of the designers you picked last class were not actually designers -- be sure to take that into consideration! 
    3. Here is the rubric 
  • THE VIDEO MUST BE COMPLETED BY THE END OF CLASS MONDAY!
    • We will export the videos Wed. (this is the PSAT day so the class will be really short anyway).
    • No homework for Wed -- just be ready to give your best effort on the PSAT! 

 

 

10/6

CORE TOPIC

  • 6.1 -- Characteristics of Classic Design

ESSENTIAL IDEA

  • A Classic Design has a timeless quality, which is recognized and remains fashionable 

CLASS ACTIVITIES

 

 

 

10/2

CORE TOPIC

  • 5.6 -- Rodgers' characteristics of innovation and consumers
  • 5.7 -- Innovation, design, and marketing specifications 

ESSENTIAL IDEA

  • Successful innovations typically start with detailed design and marketing specifications. 

CLASS ACTIVITIES 

  • We will pick up Classic Design next week...more pressing matters at hand...
  • Today we design a media campaign for Homecoming
    • From the class elect one project manager (they will ensure that everything is getting done and that the posters get distributed and put up by 11:20 tomorrow!  This is an important job so be sure to choose your leader wisely!!!)
      • More of this:

  

    • and less of this:

 

 

10/1

CORE TOPICS

  • 6.1 -- Characteristics of Classic Design

ESSENTIAL IDEA

  • A Classic Design has a timeless quality, which is recognized and remains fashionable 

CLASS ACTIVITIES

  • Take some quick notes on what Classic Design entails.
  • PREVIEWING ACTIVITY
    • Find five examples of classic design.  You must provide a justification for each.
    • Your examples must be things that you are familiar with -- not random stuff you find while Googleing classic design!
    • You will have to share with the class so be ready!
  • HOMEWORK
    • None tonight but you WILL have some over the weekend! 

 

9/29

  • You have 20 minutes to come up with a pitch for your product.  What is a pitch you ask?  
    • Lets take a look... 

 

9/24 & 9/25 (Wed and Thursday)

CORE TOPICS

  • 5.1 -- Invention
  • 5.2 -- Innovation 
  • 5.3 -- Strategies for Innovation 
  • 5.4 -- Stakeholders in Invention and Innovation
  • 5.5 -- The Product Life Cycle
  • 5.6 -- Rodgers' characteristics of innovation and consumers
  • 5.7 -- Innovation, design, and marketing specifications 

OBJECTIVES/ESSENTIAL IDEAS

  • Create a DETAILED plan for bringing your invention/innovation to market
  • Successful innovations typically start with detailed design and marketing specifications.

CLASS ACTIVITIES (Most of this is due by the end of class THURSDAY)

  • Review the papers from last class and come up with one set of notes for Core Topic 5.7
  • Complete the formal work for each of the team roles
    • Inventor
    • Product Champion
    • Entrepreneur
    • IP Consultant
  • Create a 30 second commercial for your product.  It must be shot, edited, and exported to Codega's computer by the end of class on Thursday.
  • HOMEWORK:
    • Find an object that you think will still be cool in 50 years.  Either bring it in or take a picture of it.  Be ready to discuss why you think it will continue to have relevance in 2064. 

 

 

9/22

CORE TOPICS

  • 5.7 - Innovation, Design, and marketing specifications

OBJECTIVE/ESSENTIAL IDEA

  • Successful innovations typically start with detailed design and marketing specifications.

CLASS ACTIVITIES

  • **We are going to pause the projects today**
  • On the paper provided gather the following information:
    • Define all of the concepts and principles.
    • Turn the "Guidance" section into questions (Old AP World trick) and answer them as best you can.  We will work together to create an overall  note entry for your notebooks.
      • Due to time constraints your group will have to divide and conquer this material (prob. the only time you will ever hear me say that!).
  • HOMEWORK:
    • Make sure you have a solid understanding of Core Topics 5.1-5.7.   

 

9/19

CORE TOPICS

  • 5.1 -- Invention
  • 5.3 -- Strategies for Innovation 
  • 5.4 -- Stakeholders in Invention and Innovation
  • 5.5 -- The Product Life Cycle
  • 5.6 -- Rodgers' characteristics of innovation and consumers

OBJECTIVES

  • Create a prototype for an invention that addresses a problem in your life

CLASS ACTIVITIES

  • Mizrus Mittens, the head of Research and Development for Codega Corp., did some preliminary review and has concluded that ALL of your original ideas are not feasible (Here she is resting after a long night of market and manufacturing analysis):


  • You must come up with a new idea and present Codega with a DETAILED drawing for you product.  This MUST include materials you might use, exact measurements and must be signed by Codega before you begin your prototype construction.  
  • HOMEWORK -- Make sure your prototype is complete and be ready to work hard next week completing more formal work on your invention.  

 

9/17

CORE TOPICS

  • 5.1 -- Invention
  • 5.3 -- Strategies for Innovation 
  • 5.4 -- Stakeholders in Invention and Innovation
  • 5.5 -- The Product Life Cycle
  • 5.6 -- Rodgers' characteristics of innovation and consumers

OBJECTIVES

  • Create a prototype for an invention that addresses a problem in your life

CLASS ACTIVITIES

 

9/15

CORE TOPIC

  • 5.4 -- Stakeholders in Invention and Innovation
  • 5.5 -- The Product Life Cycle
  • 5.6 -- Rodgers' characteristics of innovation and consumers

OBJECTIVES

  • Explain

CLASS ACTIVITIES

 

 

9/11

CORE TOPIC

  • Describe and analyze the three key roles in invention and innovation.
  • Identify and explain the key stages in a product life cycle
  • Describe the four elements that influence the spread of new ideas
  • Analyze the categories of consumers -- innovators, early adopters, early majority, late majority, laggards.

OBJECTIVES

  • Describe and analyze the three key roles in invention and innovation.
  • Identify and explain the key stages in a product life cycle
  • Describe the four elements that influence the spread of new ideas
  • Analyze the categories of consumers -- innovators, early adopters, early majority, late majority, laggards.

CLASS ACTIVITIES

  • In the interest of honesty, we are going to cover these in a not very compelling way.  You will be responsible for filling out some graphic organizers (#apwh #tbt) and figuring out some of this for yourself.  Remember, Codega is NOT the all knowing omnipotent figure you think he is!  We will work together to figure this stuff out (plus it's not that difficult).  Also, this frees us up to have some fun next week!
  • HOMEWORK -- Make sure you finish up all of these (I know, its a bunch of work).  Also, you might want to prepare for a quiz about this stuff... 

 

9/10

CORE TOPIC

  • 5.3 -- Strategies for Innovation

 

OBJECTIVES

  • Analyze Apple's new iphone and Apple Watch as strategies for innovation
  • Explain the difference between Market Pull and Technological Push  

 

CLASS ACTIVITIES (a bit short again today -- delayed start = 40 min classes!)

  • Review the strategies for innovation
  • Go over your homework -- what are some examples of market pull and technology push? 
  • Go over your response to the Samsung and Apple articles
  • Discuss what Apple released yesterday -- what type of innovations are they?
  •  HOMEWORK: 

 

9/8

CORE TOPICS (sorry, a bit short today thanks to the 30min advisory!)

  • Innovation and design
    • 5.1 -- Invention
    • 5.3 -- Strategies for Innovation 

OBJECTIVES

  • Explain the difference between Market Pull and Technological Push  

CLASS ACTIVITIES

 

9/4

CORE TOPICS

    • #5 Innovation & Design
      • 5.1 -- Invention
      • 5.3 -- Strategies for Innovation 

 OBJECTIVES

  • Explain, in detail the step by step process of conducting a patent search  

CLASS ACTIVITY

  • News Item Discussion -- you better be ready!
    • But first in your notebook --  
      • Brief summary of your article along with the shortened URL
      • Explain if your article is an invention or an innovation.  Use specific information from the text to back up your opinion.
        • If it is an invention is it the product of a lone inventor?  Why?  If not, why?
        • If it is an innovation explain what category of innovation it is. Also explain what type of innovation it is (see below for more detail). 
  • Patent search thing
    • Settle in for a few minutes and watch this sort of boring presentation (I know you clicked on this link yesterday and decided not to watch it)
      • Try to take some notes on the process of how to conduct a patent search/what you can patent (You may see this again soon!)
    • Now you get to try and find out if Codega's invention is eligible for a patent
      • Mr. C's Magical Mystery Student Selection Cards 
        • This revolutionary product uses chance to call on young people -- no more "stop picking on me" from your students!
        • They are  3.5x2.5 paper cards with a durable plastic coating that can be shuffled and drawn by the teacher to call on random students.  The cards have symbols and numbers on them in order to rank the students according to their academic promise and achievement.
        • With a partner conduct a search and see if this is an idea that will get a patent.  Think about the search terms to use and reflect on the what we just watched.
      •  You and a partner will turn in the following for a grade:
        • Any results that might disqualify Codega's money grab?  Explain in DETAIL why this might be...
        • In your opinion, can Codega patent this idea?  You MUST use information from today to justify your answer? 
  • HOMEWORK
    • Enjoy your weekend!  We'll tackle more innovation next week! 

 

9/3

CORE TOPIC

  • #5 -- Innovation and Design
    •  

OBJECTIVES 

  • Explain, in detail the step by step process of conducting a patent search 

CLASS ACTIVITIES

  • Review your homework -- a mini show and tell about the design item you brought in (Codega will know if you forgot and just found something in your backpack at the last second...)
    • What about it do you find appealing?
    • If your object is something that is commercially produced you have a job to do -- do a patent search and see if the item has a patent (directly or has one associated with it).  Please partner up for this activity and choose one item to conduct the search.  
    • Please use this resource  http://www.uspto.gov/patents/process/search/index.jsp
      • spend some time with the website before you begin your search.
      • Good Luck!
  • HOMEWORK
    • Finish your patent search
    • Find a news item about a new invention or design -- make sure it is a news item and NOT a press release.
      • Try checking out
        • wired.com
        • nytimes.com
        • theverge.com
        • theatlantic.com
        • slate.com 

 

8/28

  • Juniors will have a class meeting at the start of 2nd block -- right in the middle of our extended block.  Since we have no idea how long this meeting will last the plan for today is TBD and subject to change...
    • Tentative schedule
      • Talk about the homework from Monday (Tesla)  
      • Working in groups firm up your responses from the homework.
      • Go to the grade level meeting
      • Tour of our space (right after the meeting)
        • Behind the theater stage
      • Go over safety again --
        • hand out safety contracts. 
    • HOMEWORK
      • Watch the Carolina game -- GO COCKS!
      • Find something at your house that you think is an interesting design.  Bring it in next class to discuss it! 

 

8/27

CORE TOPIC

  • #5 -- Innovation and Design
    • 5.1 --Invention 

OBJECTIVES 

  • Define various forms of protecting intellectual property
  • Explain the benefits of protecting or not protecting IP
  • Analyze the reasons for innovation -- including push and pull market factors
  • Explain why a company may choose to shelve an innovation

 

CLASS ACTIVITIES

 

8/25

CORE TOPIC

  • #5 -- Innovation and Design
    • 5.1 --Invention 

OBJECTIVES

  • Analyze the advantages and disadvantages of being a lone inventor
  • Define various forms of protecting intellectual property
  • Explain the benefits of protecting or not protecting IP

CLASS ACTIVITIES

 

 

8/21/14

CORE TOPIC

  • #5 -- Innovation and Design

OBJECTIVES

  • Identify and explain the drivers of innovation
  • Analyze the advantages and disadvantages of being a lone inventor

CLASS ACTIVITIES

  • Quick group work -- What drives innovation?
    • Brainstorm with the person next to you -- Why do people innovate/invent things?
  • Quick notes on "The Lone Inventor" 
  • Read this first. 
    • Then answer the following questions:
      • What is Tesla credited with inventing (according to this)?  A simple list in your notebook will work 
  • Next read this
    • In 25 words summarize the BIG idea of this article
  • Finally read this article
  • Finish up with a group discussion about "Lone Inventors"
  • CLASSWORK but probably HOMEWORK:
    • Pick someone who is regarded as a Lone Inventor.  Conduct some research and come back Monday ready to talk about the following:
      1. Who was the person?
      2. What are they credited with inventing?
      3. Is anyone else mentioned/working on the invention at the time?
      4. Was there any companion technology that allowed the invention to function?  What was it and explain how it is related (be sure to include examples!).
      5. In a well written and thoughtful  response that uses EVIDENCE gathered from your research evaluate your subject as a Lone Inventor.
        1. Does that title still fit?  Why or why not? 
    • THIS IS NOT EASY!  In order to complete this assignment you need to think deeply about your subject and spend a considerable amount of time researching on the internet.  Remember, this is your chance to make a first impression... 

 

8/20/14 

  • Review of classroom rules and procedures.
  • Finish the 1st day presentation 
  • The Design Cycle 
  • Talk about this website
  • More about the nature of this class
  • Safety talk 
  • HOMEWORK:
    • Think/discuss with your parents if this class is right for you.  
    • Get ready to work tomorrow! 

 

 

 

http://opim.wharton.upenn.edu/~ulrich/designbook.html

https://www.youtube.com/watch?v=1xGbw7nnH-o

 

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