• Knows that an optimal solution to a design problem is more likely to be found when the process followed is systematic and repetitive
• Proposes designs and uses models, simulations, and other tests to choose an optimal solution
• Implements a proposed solution (e.g., constructs artifacts for intended users or beneficiaries)

• Evaluates a designed solution and its consequences based on the needs or criteria the solution was designed to meet
• Knows that since there is no such thing as a perfect design, trade-offs of one criterion for another must occur to find an optimized solution
• Knows that a design involves different design factors (e.g., ergonomics, maintenance and repair, environmental concerns) and design principles (e.g., flexibility, proportion, function)

• Applies trouble shooting strategies to complex real world situations (e.g., workplace situations, family concerns)  

• Understands that trouble-shooting almost anything may require many-step branching logic  
• Trouble-shoots common mechanical and electrical systems, checking for possible causes of malfunction, and decides on that basis whether to make a change or get advice from an expert before proceeding  
• Isolates a problem component in a schematic diagram and traces it to the cause of the problem  
• Engages in problem finding and framing for personal situations and situations in the community  

• Represents a problem accurately in terms of resources, constraints, and objectives  
• Evaluates the effectiveness of problem-solving techniques  
• Reframes problems when alternative solutions are exhausted  
• Examines different options for solving problems of historical importance and determines why specific courses of action were taken  
• Evaluates the feasibility of various solutions to problems; recommends and defends a solution  
• Understands causes and critical issues of problems (e.g., personal, social, ethical considerations)

Students will:

• understand that chairs and other designed products are designed with a user in mind
• work with simple materials, to experiment with shape and form and find value in trial-and-error design
• understand that even ubiquitous office chairs are designed with not only aesthetic considerations, but also with human comfort in mind

• Aeron chair, Herman Miller
• Steelcase Leap Chair
• Caper Chair, Herman Miller
• Freedom Chair for the Humanscale Corporation

• one roll of masking tape per team
• newspaper or newsprint paper
• one piece of cardboard or chipboard (8.5” by 11”)
• “peanut ball” (any object will work as long as it can approximate designing for a human form but be light weight enough so as not to overwhelm the materials being used - in this case, newspaper)
• one ruler per team (or come around with rulers to check chair seat height if the group is unruly)

• Break students up into groups based on class size. Groups of three or four work well.
• Set up the challenge: Students will design and build a chair out of newspaper.  The seat needs to be at least eight inches from the ground (or surface of the table) and strong and supportive enough to hold the peanut ball upright in the chair.
• Prompt Discussion: Look at the materials and your client - the peanut ball - and think about the questions below. Sketch your ideas on the  table covering or on a separate piece of paper. What ways can you roll, bend, or fold the newspaper to make it stronger? What are the parts of a chair that you will need to include? How can you support the peanut ball so it doesn’t fall over or roll off the chair? Does the seat need to be flat or curved to support the peanut ball? How can you support the chair legs so they don’t tilt or twist? Can you make a chair without legs?
• Activity: Have students use the materials to build their chair. Then test it by carefully setting the peanut ball on it. Remind students that, when you test, your design may not work as planned. If things don’t work out, it’s an opportunity - not a mistake! When designers solve a problem, they try different ideas, learn from mistakes, and try again. Study the problems and then redesign. For example:
• If you have used tubes in your construction and the tubes start to unroll, reroll them so they are tighter. A tube shape lets the load (i.e. the peanut ball) push on every part of the paper, not just one section of it. Whether they’re building tables, buildings, or bridges, load distribution is a feature designers think carefully about.
• If the chair legs twist or tilt, find a way to stabilize and support them. Also check if the chair is lopsided, too high, or has legs that are damaged or not well braced.
• If the chair buckles when you add weight, support or reinforce the weak area, use a wider or thicker walled tube or replace the tube if it has been damaged. Changing the shape of a material affects its strength. Shapes that spread a load well are strong.
• If the chair collapses, make its legs as sturdy as possible. A chair, or any four legged object, is stronger with triangular supports.

• Did the student try many different techniques for creating their newspaper chair?
• Did they help their fellow classmates by participating in discussion and problem solving? Did they provide thoughtful feedback?
• Were they open to changing and developing their ideas?
• Did their design meet the height requirement and function according to the challenge?