Day 1: Introduction
Go over handout #1 in order to define and explain what a
polygon is and how it becomes a solid shape.
1. Define the Problem -- 30 minutes
a) Review the design
brief: The objective is to create a cardboard structure, made up of
interlocking pyramids, capable of holding the student’s own weight.
b) Students should
summarize the problem in their sketchbooks.
2. Research the
Problem -- 30 minutes
a) Students should
use the Internet to find ideas and information.
b) Students should
record at least three URLs, sketches, and notes from worthwhile Web sites along
with their thoughts. (They may
start with the sites listed in the “Resources” section above.)
Day 2: Model-making
3. Develop Possible
Solutions -- 30 minutes
a) Students should
cut and fold the paper pyramids (nets provided).
b) Students should
test different arrangements and keep notes on what seems to work the best.
c) (Note: Make copies
of the nets on transparency/acetate paper.) Using an overhead projector, project the nets to the various
pyramids, to be traced on the cardboard sheets in order to get the desired
scale. Students can use the
measurement of the base from the paper model to figure out the desired
scale. They can measure the
projection on the wall to assure that they are tracing the right size. This will take some time,
depending on how many projectors the teacher may have available, and the number
of students in the class.
d) After the students are done tracing the nets onto the
cardboard, they may start cutting out the excess material around the sides.
(Note: Things to keep in mind while working with
cardboard:
IMPORTANT: Keep in mind that you want to use the cardboard
so that the ridges of the cardboard are vertical to the ground. This way, the
cardboard can resist the most weight.
Work surface: If you care about your tables/floor, don’t
cut directly on them! Use extra
cardboard beneath the cardboard you are cutting.
Students
should lightly score the fold lines before folding them. This will make for a
clean fold without creasing the cardboard.
The best
order of construction is to glue the faces without tabs last. Students may use tape to hold the sides
together while the glue dries.
Students
should spread a thin layer of glue on the tabs. A wooden toothpick can be very useful for spreading the
glue.
When
closing the pyramid it can be helpful to use a ruler or a stick to apply
pressure from inside the pyramid.)
4. Choose the Best
Solution
a) Each student
should choose his or her top design.
b) Each student
should get instructor approval of his or her design.
Day 3: Final Model
5. Create a final
cardboard model
a) Each student will
create his or her final working model.
While doing this, students should practice
safe and conservative building techniques.
6. Test and Evaluate
a) Each student
should ask a team member or another student to sit on their structure. Students should give eachother feedback
on how the various chairs feel.
b) Each student will
use their cardboard chair in a normal classroom environment for thirty
minutes.
c) Each student
should keep mental track of comfort, functionality, stability, and other
ergonomic characteristics.
Day 4: Assess
7. Communicate
a) In their
sketchbooks, students should record/answer the following questions:
- Compare your chair to
several others in the class.
- Constructively
criticize your design or those in the class.
- Identify strong
points of your design.
b) Each student/group will present their project(s) and
explain their thought processes for creating their structure(s).
c) The moment of truth: have them try it out!
d) Group critique:
- What worked for you?
- What can you improve next time?
- What was the most challenging aspect of this project?
- How did you overcome these difficulties?
8. Redesign
a) In their
sketchbooks, each student should draw a sketch of an improved design. What would they do next time? The students should support their
changes or lack thereof with examples from their class experience.