Design A Zoo Project Pdf
Evangeline Mellon
Prior to their presentation, each student is required to submit by e-mail to Brad Richards a word document containing a project overview. The overview should be single-spaced, 12-point font, 250 words or less. Project title, department and author name(s) are to be clearly indicated at the top of the sheet. Project overviews will be used to inform the judges of the important aspects of the project by providing a brief background, a statement of the problem, methods used with results, and conclusions.
This award recognizes the team whose project represents the greatest positive impact on society by creatively solving an issue in health, social impact, product commercialization or sustainability/energy or another socially impactful arena.
This award recognizes the team which most professionally and persuasively presents their group project to incorporate a full analysis of their project scope, advantages, challenges and addresses commercialization/future potential of the research.
Firstly, does anyone have one of those "create this scene 3-dimensionally on a proscenium stage with file folders and glue" type lesson plans already? Translation: amazingly about the "script realization" and less about the actual parameters of set *design*. Oh... and K.I.S.S.
And does anyone have images of these works their students have created in the past? Our school drives were completely wiped clean in Octobber and I--- lost--- everything that I hadn't Dropboxed yet.
Finally, am always up to using new materials. I've been using the set-up to "A Doll's House" (the kids have always enjoyed the challenge of the door and I enjoy seeing who remembers the Christmas tree detail) but I'm open to new ideas.
What we do is read a play, this year is Riders to the Sea. It's short, and only has one scene. Then they come up with a set design for the show and put it on the model stage. I show them how to draw flats (you have to draw a 2D rectangle and then use the Push/Pull tool to give it thickness), and how to cut out openings. I show them how to move the pieces around and to angle them. I show them how to put texture and color on the objects.
Then I let them go. I do have them show me a sketched out version of the ground plan so I can see what they are working with. But most of the time, especially working in pairs, they do quite well in navigating the program. But you want to be sure you have a handle of the basics (see above) before you start. I'm sure there are even some YouTube videos offering tutorials on the program.
Below are three SketchUp renderings (for actual sets) from my web site, which would have never looked like this if I had started designing them in SketchUp. A #2 pencil on a piece of paper can get you to some wonderful places.
As I sat in my kitchen watching the deer in my backyard polish off the last growth from our summer garden, I decided I needed to build a fenced-in garden this fall before planting a new garden next spring. While I researched proper plant spacing and started brainstorming different layouts for my fenced garden that I might want to move forward with, I realized that I should have the students in my high school engineering design courses attempt this design project to start their school year so they could see how applicable the engineering design tools we will learn throughout the year can be for their "real" lives.
The following Instructable explains this garden design project, which I use to teach my beginner-level high school engineering students how to use the engineering design process and the value of 3D modeling.
To begin, you need to give the students enough information to understand what the constraints and requirements for the garden design will be. If you have a "client" of your own you can use that is best, but if not you can use the information for the "client" we used in our project that can be found HERE.
I recommend having students generate a list of requirements (such as the specific plants that the client has asked to have planted in the garden), the constraints (like property/size information), and wants to help them fully understand and define the problem.
Before developing designs of their own, students should spend time researching items related to the garden. For instance, how far apart should different plants be placed and how will that impact the overall dimensions of the garden? Or, where will the sun hit the home during the day? Where is water available on the outside of the home? Have students record their questions and the research they do to help answer each question in the template HERE.
Once students have learned enough background knowledge to start developing their ideas, they (alone or in groups) can begin to formulate their own design concepts. They should generate several ideas so that they can then use a DECISION MATRIX to determine which is the best solution. To use a decision matrix, students should generate a list of categories that may be an important element of the design proposals. Then, they should weigh each of these categories on a scale of 1-10, with 10 being the most important. Next, have students list each design idea they have and rate the idea on a scale of 1-10 for each of the categories, again with 10 being the best performance. Finally, students will multiply the rating by the weight for each category and add up the total score for each proposal. The proposal with the best score is the one students should move forward with.
Students should now make a model to explain their design proposal. Many students - even those in high school - have limited exposure to trying to make 3D sketches by hand that will successfully help them explain their design proposals, and even fewer have 3D modeling experience. Tinkercad, however, is incredibly user-friendly and in my experience, students can be given a link to the program (Tinkercad) and after familiarizing themselves for only a few minutes, begin to construct models that help them explain their 3D ideas in a professional and easy to understand way.
This is not only a great way for students to clearly and cleanly explain their design proposals, but it is also a great introduction to 3D modeling that will help them begin to understand the tools and strategies needed for other programs like Fusion 360.
As a final step, students should create a proposal "pitch" to share with the client that explains their design proposal. This should be a simple overview of their project. In our class, students prepared slides and added a voiceover (using Screencastify) to present a 1-minute final pitch that included 3D models of their designs, information about the engineering logic behind how they made their design decisions, etc. A template for the slides portion of this presentation that can be utilized for this project can be found HERE.
This project was highly reviewed by the students in the class, who - on average - seemed to find it to be a gentle, real-world introduction to the elements of engineering design that will be explored in more detail throughout the rest of the year.
Renowned Milan-based designer Patricia Urquiola's concept HILO, meaning 'thread', envisions frame designs that flow together with a single line. Layers of nuanced shades are combined to suit your face, naturally and easily. For Patricia, it was crucial that we used environmentally-aware bio materials.
These visual elements include a variety of methods such as Gantt charts, Kanban boards, and flowcharts. Providing a visual representation of your project strategy can help create transparency between stakeholders and clarify different aspects of the project, including its overall feasibility.
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