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n Grades 3-5, students will expand theirunderstanding of and ability to use the design process. As stated before, the design process begins with identifying a problem that can be solved through the use of technology. The problem should be one that interests the students personally, although it might not involve their direct needs or wants. Students will next generate ideas for solving the problem. They should be encouraged to recognize that some ideas for solvingproblems will differ from their own. At this stage, students should collect information to help in identifying requirements for the design problem and for developing the solution. The more information they can collect, the more likely they are to find a working solution. This collection process starts with formulating questions to guide the search. Techniques for finding answers to these questions include searching the Internet, interviewing experts, reading books, and looking at similar products or systems. Students also will experiment with various materials, tools, and resources in order to select the best one for their needs. After this information has been gathered, students will select the best possible solutions and then create a design using sketches and drawings. Students also must learn to use tools and machines safely and effectively. If they are making a physical product, for example, they may need to perform the basic processes of separating, forming, and combining materials in order to complete their task. An example would be designing and constructing a paper house. In this case, they could use
computers, markers, colored paper, scissors, and paste to design and build their house so that it would be attractive and functional.
Next, students would test and evaluate the effectiveness of their solution. During this phase, they should be encouraged to reflect on the requirements that have been
identified. It is also important that they address central issues: Does it work well? Does it meet the criteria that were established earlier in the design process? How effective is the design in solving the problem? After answering these questions, the students should improve their solution by redesigning it.
It is important that students learn that applying the design process involves iteration. They should learn how to use repetition and recurrence (“do it over again”) techniques to obtain the desired solution to a problem. Throughout the entire design process, students should work to improve the designed solutions.
Additionally, they should communicate with other members of the class by sharing their ideas and accepting input. When the students believe they have a good solution, they should give a presentation to the class, the teacher, parents, and possibly the community. Communicating what they have done will reinforce and strengthen what they have learned.
As part of learning how to apply design processes, students in Grades 3-5 should be able to
D. Identify and collect information about everyday problems that can be solved by technology, and generate ideas and requirements for solving a problem.In collecting information, it may be necessary to use printed material (books or magazines), electronic
resources (Internet or compact discs), G R A D E S
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and other resources. The requirements are the limits to designing or making a product or system.
E. The process of designing involves presenting some possible solutions in visual form and then selecting the best solution(s) from many. Sketches or drawings should be used because they provide visual records of the possible solutions. Complete and accurate records of the work should be kept.
F. Test and evaluate the solutions for the design problem.Use criteria identified in the requirements for evaluating the solutions. After selecting
a solution, build it to show the design idea. Also observe safety when using tools and materials. Through this process, one will gain experience with various types of materials — from measuring, marking, cutting, and shaping to assembling and combining.
G. Improve the design solutions.
Repeating steps in the design process may be necessary to optimize the design before communicating the results to others. If the solutions are not optimal at this point, the students will return to the design process.
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n Grades 6-8, students are restless,energetic learners who enjoy active, hands-on experiences. The benchmarks at this level call for students to apply a design process that will enable them to develop their ideas in greater detail and to create their design solutions on a larger, more complex scale. They need to recognize that multiple ideas may solve a problem. Before designing a solution, students must specify goals that will establish the desired results for the problem. These goals will then be used to guide the design process, and ultimately, they will be used to evaluate the final product or system.After establishing the design requirements, students should develop a proposal, which should detail the size, shape, resources, and specifications for making the design. It can include sketches and drawings that
incorporate symbols and clarifying notes. Over time, symbols used in the design proposal have become standardized and have come to represent specific
components.
At the middle-school level, models are formally introduced. Using a model is an effective way to simulate what the design will look like. Models can take many forms, such as physical replicas of artifacts,
computer programs, conceptual and mathematical modeling, and simulated products. For example, a model of a building is often created by an architect to show clients how it will ultimately look. After the design proposal has been finalized and the model has been created, it is important to perform tests and evaluate the results as they relate to the pre-established criteria and constraints. This testing and evaluating allows students to refine the
design proposal before it becomes a reality. Once they begin the process of making their designs, students should continue to evaluate their ideas in hopes that the final solution will be the best one possible. Students should actually build the solution(s) as a final activity. If any problems with the proposed solution surface, some of the steps in the design process can be repeated (not necessarily in the same order) to obtain the optimum solution. It is important for students to document procedures and results as they go through each step of the design process. They should communicate their successes, as well as their disappointments. Through this process, students will gain valuable insights from one another. Various techniques for documentation include design portfolios, sketches, journals, schematics, and World Wide Web pages.
As part of learning how to apply design processes, students in Grades 6-8 should be able to
H. Apply a design process to solve problems in and beyond the laboratory-classroom.Perform research, then analyze and synthesize the resulting information gathered through the design process. Identify and select a need, want, or problem to solve, which could result in a solution that could lead to an invention (an original solution) or an innovation (a modification of an existing solution). Identify goals of the problem to be solved. These goals specify what the desired result should be.
I. Specify criteria and constraints for the design.Examples of criteria G R A D E S
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include function, size, and materials, while examples of constraints are costs, time, and user requirements. Explore various processes and resources and select and use the most appropriate ones. These processes and resources should be based on the criteria and constraints that were previously identified and specified.
J. Make two-dimensional and three- dimensional representations of the designed solution. Two-dimensional examples include sketches, drawings, and computer-assisted designs (CAD). A model can take many forms,
including graphic, mathematical, and physical.
K. Test and evaluate the design in relation to pre-established requirements, such as criteria and constraints, and refine as needed.
Testing and evaluation determine if the proposed solution is appropriate for the problem. Based on the results of the tests and evaluation, students should improve the design solution. Problem- solving strategies involve applying prior knowledge, asking questions, and trying ideas.
L. Make a product or system and document the solution.Group process skills should be used, such as working with others in a cooperative team approach and engaging in
appropriate quality and safety practices. Students should be encouraged to use design portfolios, journals, drawings, sketches, or schematics to document their ideas, processes, and results. There are many additional ways to
communicate the results of the design
process to others, such as a World Wide Web page or a model of a product or system.
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V I G N E T T E
This vignette exemplifies a group problem-solving activity, in which a paper racecar is created. Criteria are used to evaluate the final solutions. [This example highlights some elements of the Grades 6-8 STLstandards that provide connections with Standards 8, 9, 10, 11, and 18.]
“Ladies and gentlemen, start your engines!” Ms. C told her class. “Your challenge is to design, develop, and produce a racecar that will compete in the second annual Great Paper Car Race at Rolling Hills Middle School. Your car must be designed to roll down an 8-foot ramp into the center of the winner’s circle. To make your car, you will be given one piece of 8 1/2" x 11" paper, four wheels, dowel rod axels, thumbtacks, glue, and a limited amount of tape. You will have two days to complete this activity.” Ms. C then divided the class into groups of four to five students, and they began brainstorming various design ideas. Ms. C encouraged them to apply the aerodynamic principles that they had learned in prior lessons and the concepts of force, motion, and the transfer of energy that they had learned in their science class. The groups also had to use problem-solving strategies, critical thinking skills, and teamwork skills as they evaluated each of their ideas and selected the best one.
Each group then used the materials that they were given to build their car. Once the cars were built, each car was timed as it rolled down the ramp. The students were evaluated in three categories: Teamwork— Did the team work together? Were they able to produce a completed product? What proportion of planning, designing, and construction did each team member contribute? Problem solving— When the team encountered a problem, how did they react? Did the team solve the problem?
Design Solutions— How well built was the final artifact? As a result of this activity, the students had an opportunity to experience firsthand how the seemingly abstract concepts and theories they were learning could be applied to concrete, real-life situations. In addition, they gained valuable insights into the value of working together as a team in order to solve a problem.