Criteria

Constraint

 Drone Drop Disaster Aid

“Cargo” Design

1.Function: After the drop, the cargo supplies must be intact and able to complete the job intended to be of value to those affected by the disaster.  (e.g. charging a phone, cooking food, shining a light, etc.).

2.Dimensions: The cargo & packaging system size must be minimized to be able to be carried by drone and dropped from 100 feet.  Maximum dimensions are tbd by Mr. Schertle.

3. Cost: Minimized

Materials: Materials used to build the cargo supply must be readily accessible and have limited or no  cost to the team.

Cost: under $10

Time: Final prototype designs are due by Friday, Dec 15th.  Build-out and presentation of prototypes due by Friday, Jan 10th.

Delivery System “Packaging” Design

1.Function: The delivery system must be able to contain and protect the cargo supply as it is  carried by the drone.  The packaging will prevent damage of the energy system upon landing and will attach to drone using provided attachment device.

2.Dimensions: The cargo & packaging system size must be minimized to be able to be carried by drone and dropped from 100 feet.  Maximum dimensions are tbd by Mr. Schertle.

Materials: Materials used to build the energy system must be readily accessible and                           have a limited cost to the team, if there is a cost.

Cost: under $10

Time: Final prototype designs are due by Friday, Dec 20th.  Build-out and presentation of prototypes due by Friday, Jan 10th.

Process and Deliverables

Date Due

GOAL

Driving Question: 

How can we support survivors of a disaster using a drone delivery system?

What do we know so far?

1. Physics of Collisions - Newton’s Laws
2. Design Engineering Process (Museum of Boston)

(ASK, IMAGINE, PLAN, CREATE, IMPROVE)

3. Design & Iterative test practice with Egg Drop Models
4. Writing format and structure for Design Proposals

Prior Academic Knowledge (Physics Unit, Design Challenges)

ASK

“Empathize” - to understand challenges of others

Get to know the survivor and the context where a design solution can make an impact.  An example natural disaster is Puerto Rico’s devastation by Hurricane Maria in 2017

1. News media articles
2. You Tube videos
3. Drones becoming critical resource for deliveries in natural disasters (Firestorms, Hurricanes, Floods)

“Define” - set a boundary for your problem

Begin to develop  insights about the situation and the survivor

Assignment 1: (individual)

‘10 Days Out’ :

Students select the natural disaster of their choice (or guided by teacher) and write a realistic fiction story about a survivor on day 10 from the perspective of the survivor describing their feelings, their situation, and the details of their day from awakening until going to sleep again at the end of the day.

Students will develop an understanding of the context of the problem and will develop a better understanding of the needs of the survivor

Kick-off

Day 1-2

(Dec 9, 10)

IMAGINE

“Frame the Problem”

Assignment 2: (individual)

‘Point of View’ and ‘How Might We’ Statements

Using the guided graphical organizer provided, students will develop a context for the survivor by framing the problem so that design solutions will be a good match for the actual needs of the situation.

Students should read their peer stories to develop the POV and ‘How Might We’ statements for at least 2-3 survivor stories that they did not author.

WHOLE GROUP REFLECTION - As a whole group, students will promote those stories with compelling characters, stories, and satisfying ‘how might we’ project possibilities.  Collecting all these characters into a shared table on a white board is a good way for all to see the breadth of options being developed. (3 Columns: Character/POV/How Might We?)

This is a critical whole group exercise where students will have the opportunity to identify scenarios that they feel are most interesting to them and that provide problem-solving opportunities about which they can be enthusiastic.  This activity employs student VOICE and CHOICE and is important for making an environment in which students will feel creative and successful.  ** see Addendum B for more details

“Ideate” - Generate as many ideas as possible for designs for both the Supply Cargo System being delivered AND the Delivery System (the packaging) that protects the cargo.

Small Group Activities - Brainstorming (teams)

1. Activity 1:  Worst Ideas (ice breaker)

Student Groups each select one example Point of View and How Might We statement.  Teams generate the ideas that would be singularly the WORST supplies that might be delivered to their survivors, or the WORST packaging strategies that might be used.  Teams collect top ideas on index cards.  The more clever students try to be, the more they will learn about the boundaries of their problem.

SHARE-OUT with the whole group for some levity and some help in understanding how to NOT JUDGE and to THINK OUTSIDE THE BOX

2. Activity 2: Go Wide

Student Groups each select one example Point of View and How Might We statement.  Teams try to think outside the box, now having context of not judging, and share best-case ideas about supply cargo needs and packaging solutions.  No idea is too big.  Teams collect top ideas on index cards.

SHARE-OUT with the whole group the best possibilities for providing support services to candidate survivors.

3. Activity 3: Student teams should now be selected for Project Development Activity.

Student Groups should select a team of 3-5 students that are interested in pursuing one of the character situations (POV and How Might We?)

Day 3-4

(Dec 11/12 block)

PLAN

“Prototyping” - using models to test ideas

Assignment 3 (team) ‘Planning Document’

Make a VERY SPECIFIC design statement

1. Who is the very specific person you are building for? What do you know about this person? needs? Feelings? Experience? Resources? What does he/she look like?
2. What is  the most important thing that you would like to deliver to this person?  Which problem do we think we could help solve for this person?
3. How will this delivery make a difference for the person?

Draft a Materials List for Cargo system AND Delivery System

1. What do we need to learn to solve this problem?
2. What materials & tools are required for our design?
3. Do we have the skills and materials?
4. What might be the  least expensive materials we can use?
5. How might we use the most durable materials?

Make Procedure Plan for both systems and Assign jobs (Team)

1. How can we divide this project up into parts?
2. Which things need to be done first?  Last? What can be simultaneously?
3. Will we have leaders in charge of different parts of the project?

Draft Sketches to show all key details of the Cargo Supply System and your Delivery System (Packaging).  

1. On 8.5 x 11” paper.  Hand-drawn sketch of each
2. Include all details, titles, labels, dimensions

Day 5-9

(Dec 13-19)

Design Statement due Dec 13

Materials Lists & Procedure Plans Due Dec 18/19

Final Design Sketches Due Dec 20

CREATE and IMPROVE

“Iterate” - After receiving go-ahead from teacher, build, test, record results, repeat 

Assignment 4: (Team)

Iterative Test Results and Summary of Prototype Tests

1. Build and conduct iterative tests on your prototype.  
2. Perform drop tests from your desk, then from a tall ladder to ensure you have a stable prototype before collecting drone-drop tests.  
3. Collect evidence (test results) that show why you recommend your optimal prototype design.
4. Draft a summary with your team to pull all your ideas together about trade-offs needed and final design solution.

Day 10-14

Test results form due Jan 8/9

SHARE

Assignment 5: (Team)

Submit Final Design Proposal in Google Form

Culminating report on design goals and evidence showing why your optimal design is the most successful strategy to address our Driving Question

Design Review Board:

Presentations of Prototype Models will be shared in class

with an expert panel to help select the top design.

Final Day

Proposal and Presentation Due Jan 10

10 points

8-9 points

0-7 pts

Follows Guidelines of Proposal, thoroughly addressing each prompt (GOAL, ASK, IMAGINE, PLAN)

Project Design meets the criteria and constraints of providing a Disaster Aid solution that may be dropped by drone into a Disaster Site. Includes both a complete solution for the cargo AND the packaging of the contents. The proposal includes complete thoughts expressed in complete sentences, and thoroughly addresses each prompt.

Project Design meets most of the criteria and constraints of a Disaster Aid solution that may be dropped by drone into a Disaster Site. Includes both a mostly complete solution for the cargo AND the packaging of the contents. The proposal addresses prompts, though some critical details may be missing or unclear.

Project Design meets some to none of the criteria and constraints of a Disaster Aid solution that may be dropped by drone into a Disaster Site. Is lacking a complete solution for either or both of the cargo AND the packaging product goals. The proposal does not address the prompt with care and includes significant missing details in most of the prompts.

Uses Accurate Information (CREATE)

Evidence of testing results collected and shared. References to experiments, testing, design plans and improvements are accurate and expressed clearly with good details.

Evidence of testing results may be unclear. The proposal shows some understanding of the experiments, tests, and design planning, and may show some confusion or lack of understanding about the actual details of events during the process of designing a solution.

The proposal shows a lack of clarity or understanding of the details of the systems being designed.

Effectively Addressed Criteria, including analysis of trade-offs (IMPROVE)

Team discusses the trade-offs needed to address the criteria with an optimal solution. (Usually included in the conclusion discussion.)

Team shows some developments over time but does not clearly express how trade-offs were made during the improvement cycle.

Team does not discuss trade-offs or refer to meeting the criteria for the project.

Teamwork

The team worked successfully together and the project included an integrated solution developed by each participating member.

The team produced a solution together though may not have represented a fair contribution by all team members.

The project did not fully integrate all its team members.

Presentation

The presentation shared a thorough design story, setting the design goals (criteria/constraints) at the center of the objectives. Evidence for design decisions were made clear. Communication is genuine, slide or presentation materials are well-thought out, discussion is engaging, and all team members included. Is well-prepared.

The presentation shared a story but the goals and/or the steps of the design development were only somewhat thorough. Presentation materials were satisfactory and most students participated in the delivery. Is somewhat prepared.

The presentation was incomplete, either missing the context of the goal (why is this product important? or missing details of the design process, and/or lacks shared team organization. Needed more preparation.

User Need Statement

Point of View Question

I am a college student and I hate folding laundry because I can’t seem to fold it the right way.

How might we create a tool to help the college student fold laundry?

I am the mother of five-year-old twins who hate vegetables of all kinds. I am worried about their nutritional needs.

How might we help the mother succeed in getting her children to eat vegetables?

I am a farmer who has a hard time getting up early even though I know I have to to take care of the animals. I keep sleeping through my alarm.

How might we create something to help the farmer wake up on time each morning?