Lesson Overview:
Through an interactive lab, students will explore the form and function of three different 3D printed garlic presses. Each press has a markedly different design. The students will measure and record the amount of ‘effort’ is required to conduct ‘work’ on a ‘load’. After analyzing the quantitative characteristics of each design, the groups will then assess the qualitative aspects - that is, how easy and comfortable the tool is to use when working on long, repeated tasks. From here, they will explore the concept of ‘ergonomic design’ and using the provided materials, each group will have the chance to make modifications to each design to optimize performance.
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By the end of this project, students will:1.1 -Evaluate the importance for individuals, society, the economy, and the environment of factors that should be considered in designing and building structures and devices to meet specific needs.
1.2 - Evaluate the impact of ergonomic design on the safety and efficiency of workplaces, tools, and everyday objects (e.g. furniture, computer equipment, home tools and equipment), and describe changes that could be made in personal spaces and activities on the basis of this information 2.2 - Design, construct, and use physical models to investigate the effects of various forces on structures 3.3- Identify the magnitude, direction, point of application, and plane of application of the forces applied to a structure 3.6- Identify and describe factors that can cause a structure to fail (e.g. bad design, faulty construction, foundation failure, extraordinary loads) |
By the end of the lesson, groups will:
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By the end of the lesson, students should be able to:
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Materials Required:
Resources:
Some students may have little exposure to the concept of ergonomics, or, have difficulty understanding the difference between a bad design and a good design - or an uncomfortable tool and a comfortable one. Preparing reference images ahead of time can go a long way towards encouraging innovative designs in the final stage of the activity. A great keyword search to find models to show your students is ergonomic design.
Lesson Plans
Getting Started:
Inform students that they will be participating in an interactive lab around the kind of all foods - garlic, within which they will be recording qualitative and quantitative information about each device. For qualitative data, students will be using the devices and recording the amount of effort each one requires to perform work on a load. For quantitative data, they will take turns using the devices and recording their thoughts and impressions on comfort and ease of use. Finally, based on those conclusions, each group will use the materials provided to make ergonomic modifications to each design that would allow tasks to be undertaken for long periods of time.
Engage:
1. Divide students into groups of 4 or 5 and assign one group to each station.
2. Provide each group with one of each design, along with a few bulbs of garlic.
3. Instruct each group to create a table of values, within which to record their quantitative observations. (Note, they will be using spring scales for the activity)
4. Instruct each group to create a second table of values to record their qualitative observations. (Note, these will be the thoughts and impressions on comfort and ease of use)
5. Give students 20-30 minutes to complete explore the devices, mince the garlic and record their calculations.
6. NOTE: Students should take turns using the devices to get first hand experience with regards to usability and comfort.
7. After testing the designs, the group should compile a list of thoughts and first impressions to analyze the pros and cons of each design.
8. Finally, using the materials provided, each group will make ergonomic modifications to each design to make them easier to use. These changes could include altering dimensions like length and width, fashioning grips or tabs, or even creating a makeshift clamp to secure the design to a workspace.
Inform students that they will be participating in an interactive lab around the kind of all foods - garlic, within which they will be recording qualitative and quantitative information about each device. For qualitative data, students will be using the devices and recording the amount of effort each one requires to perform work on a load. For quantitative data, they will take turns using the devices and recording their thoughts and impressions on comfort and ease of use. Finally, based on those conclusions, each group will use the materials provided to make ergonomic modifications to each design that would allow tasks to be undertaken for long periods of time.
Engage:
1. Divide students into groups of 4 or 5 and assign one group to each station.
2. Provide each group with one of each design, along with a few bulbs of garlic.
3. Instruct each group to create a table of values, within which to record their quantitative observations. (Note, they will be using spring scales for the activity)
4. Instruct each group to create a second table of values to record their qualitative observations. (Note, these will be the thoughts and impressions on comfort and ease of use)
5. Give students 20-30 minutes to complete explore the devices, mince the garlic and record their calculations.
6. NOTE: Students should take turns using the devices to get first hand experience with regards to usability and comfort.
7. After testing the designs, the group should compile a list of thoughts and first impressions to analyze the pros and cons of each design.
8. Finally, using the materials provided, each group will make ergonomic modifications to each design to make them easier to use. These changes could include altering dimensions like length and width, fashioning grips or tabs, or even creating a makeshift clamp to secure the design to a workspace.
Assessment
Formative Assessment:
Each group will be evaluated using a Group Participation Rubric that assessed participation, attentiveness, use of time, and teamwork. The teacher will monitor the group's progress towards achieving the expectation of creating a working model. Teachers should provide descriptive feedback, scaffold steps when necessary and use differentiated instruction to meet the needs of their students.
Higher Order Thinking Questions:
Each group will be evaluated using a Group Participation Rubric that assessed participation, attentiveness, use of time, and teamwork. The teacher will monitor the group's progress towards achieving the expectation of creating a working model. Teachers should provide descriptive feedback, scaffold steps when necessary and use differentiated instruction to meet the needs of their students.
Higher Order Thinking Questions:
- Why does the aesthetic design of an object influence your decision to purchase and use it?
- What kinds of structural modifications could be made to strengthen each design?
- Are these designs accessible to all people? If not, who is unable to use them?
- What kinds of limitations come with 3D printing these designs?
- What concerns would you have if you were to use these prototypes to prepare food?