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Spring 2013

Fellows: Catherine Coughlin and Charlies Colley

*[Semester Outline|TuftsSTOMP:Kerr Spring 2013]*

Week          

Curriculum plan

comments

Week 1

Introduction to EDP and Problem Definition

 

Week 2

Research

 

Week 3

Planning

 

Week 4

Planning

 

Week 5

Creating

 

Week 6

Creating

 

Week 7

Testing

 

Week 8

Discussion of Testing
Re-design

introduce review of project so far
introduce additional ways of data collection

Week 9

Re-designing

 

Week 10

Test of Re-design

Wrap-Up of EDP

final comments

 

This project used a service-learning problem to explore the EDP. Students identified a problem in their school- improper use of the staircase- and tried to engineer a solution for it. By testing and observing, students were able to understand the context of the problem and devise solutions that would be appropriate without written language/signs. Design interventions took a lot of time with brainstorming and building, allowing students to be hands-on with the engineering process. The testing process gave students perspective on the issues within their design. Then, during the re-design process, they knew where the trouble spots were and created new designs to accommodate the change. By the end of this semester, students were really pleased to see how methodical use of the EDP could be applied to projects beyond NXTs.

Spring 2013


Fall 2012

Week 1: Engineering design process and intro to legos

Week 2: Chair for Fern(Mr. Bear)

Week 3: Ramp Rovers


Spring 2012

Fellows: Tory Sims and Kristen Ford

Semester Outline

Activities

Week 1: Materials activity- Students made prototype of an animal statue that was at least 6 inches high and sturdy. Students were given a $100 budget to buy materials. Each material was priced differently. This added a math connection. We wanted students to have the opportunity to work with many different materials and experience the difference between these materials and legos. 

Week 2: Students given the task to design and build a school for the imaginary town of Eastmoor. School had to be at least 6 inches, withstand wind test (fan test), earthquake test (shake test), and the weight test (item placed on top of the school). Students divided into groups of 3 to 4 students. They then began planning and building their prototypes. 

Week 3: Students continued to build their schools. Some students had to completely rebuild because their structures did not meet requirements or simply broke. They were given 5 to 10 minutes to plan a formal presentation that highlighted 1) their building process 2) the materials they used 3) description of the school they built and 4) what they would do differently if they rebuilt it. 

Week 4: Began Hatchet IEL unit. Discussed problems main character faced in the book up to chapter 6. Brainstormed as a class problems that an engineer could solve. Students had to individually write down one problem and brainstorm how they would solve it. Divide students into groups based on problems they wanted to solve. Groups included: Shelter, access to clean water, managing injuries, and finding food. Students listed materials main character, Brian, had available in the forest.

Week 5: Students planned their projects and had to get their plans approved. Students discussed what craft materials could represent materials that Brian could find in forest. Once plans approved, students began building in groups. 

Week 6: Students continued building. Once building was complete, students wrote reflections on their project designs. Students then planned presentation for 5 to 10 minutes based on reflections. Finally students presented. 


Fall 2011

Fellows: T^2 (Tory and Tom)

Semester Outline

Activities