SHS2 Engineering · Semester 2 Week 13: Engineering Design

Lesson notes

Learning Objectives

Indicator: 2.3.1.LI.1 - Design a working prototype based on design requirements.

By the end of the lesson, learners can:

Translate a set of written design requirements into a clear, annotated 3D model using Tinkercad or a similar 3D modelling tool.
Justify material and feature choices in their prototype design by linking each decision to a specific design requirement.
Construct a working physical prototype of a simple object (such as a keychain or phone stand) that satisfies at least three stated design constraints.
Present their prototype to the class, explaining how each design requirement was met and identifying at least one weakness in their design.
Evaluate a peer’s prototype against the original design requirements and offer one constructive suggestion for improvement.

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Curriculum details

Strand: Systems Design and Prototyping (Strand 3)
Sub-strand: Engineering Design (3.1)
Content standard: 2.3.1.CS.2 - Demonstrate the ability to design and build working prototypes to model a solution to any given problem. 2.3.1.LO.1 Consider all possible solutions and select the most suitable solution(s) based on a set of constraints. 2.3.1.LO.2 Design prototypes based on given solution requirements.
Indicator: 2.3.1.LI.1 - Design a working prototype based on design requirements.
Suggested placement: Semester 2, Week 13 (Week 33 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 94

Exemplars (from the NaCCA curriculum)

Initiating Talk for Learning: Show learners how a 3D printer works (using a 3D printer, software, or a digital model) and walk the class through the process of creating simple objects.
Experiential Learning: Have learners design and print their own objects. Give learners a project in which they have to design and print their own objects using 3D modelling software. These could be simple objects like a keychain, the power button of a laptop, a phone housing, etc. Have learners design and print their own objects and award the best 3 designs.
Collaborative Learning: Work in groups and discuss learners' observations on the strengths and weaknesses of 3D printing as well as the future of 3D printing. Groups should make presentations on their observations.

Assessment (2.3.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.

Teaching and Learning Resources:
- 3D Modelling Software, example Autodesk Fusion 360, Tinkercad and SketchUp 3D Printer, Online Tutorials on 3D printers and modelling software,
- Case studies: Case studies of real-world applications of 3D printing and rapid prototyping
- Textbooks