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.