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Notes for teachers

This project is an exploration of using the engineering design process to design and construct art items. It is a choice menu to allow for the students to find an option that piques their interest.

This can be used in a science lesson exploring engineering, or (as in my case) in an engineering course.

List of Materials

Household items like cardboard, rubber bands, string, nails, cardboard tubes, pvc pipe, clay, overhead transparencies, etc. I provide a lot in my engineering supplies, but this is truly limited only by the students’ imaginations.
Access to CADing software similar but not limited to TinkerCAD, OnShape, Fusion360, SolidWorks, etc. (Optional) This does not need to be required, especially for a science classroom, but does help with meeting standards in an engineering class.
Access to manufacturing tools similar but not limited to 3D printers, Laser Engravers, CNC machines, etc. (Optional) Again, not required for a science classroom, but helpful in meeting standards in an engineering class.

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Standards

AZ Engineering:

2.1 Identify the problem

2.2 Develop a problem statement based on facts, research, and experience

2.3 Explore possible issues or options to the problem

2.4 Select the best solution within the constraints and criteria

2.5 Develop a prototype or model to test the selected solution

2.6 Implement the solution

2.7 Evaluate the solution, and revise or repeat if necessary

2.8 Document and report all results

3.1 Use basic mathematical functions and tools

3.5 Use mathematical models including algebraic, geometric, trigonometric, and calculus relationships to solve, analyze, and design solutions

3.6 Generate manually and electronically mathematical solutions and evaluate their validity

3.7 Use English and Metric systems of measurement

Standards

5.1 Explain the concepts of precision, accuracy, and tolerance as they relate to measurement tools �5.2 Use measurement devices such as calipers, oscilloscopes, and digital multimeters to gather data for analysis �5.4 Use software tools to solve, model, analyze, and/or design solutions to engineering problems 5.6 Practice safe use of tools, machines, equipment, and materials�5.7 Review fabrication methods to create potential solutions to engineering problems�6.1 Apply technical writing skills and use visual aids to present critical information in reports�6.3 Apply communication skills, including listening skills, with project teams, project managers, clientele, and/or contractors �7.5 Document and present project results/outcomes as appropriate

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Objective(s):

Students will use the engineering design process to design and create an artistic element, choosing from a menu of options. Students can create a 2D art piece, 3D art object, musical instrument, theater prop, gobo (light template), stage automation, video game, video game elements, or crafting tools.

The choice menu and rubric can be found here: https://meant2teach.com/art/

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Agenda (lesson time)

apx. two weeks

20 min. LAUNCH (Explain physics in waves)

20 min. DESIGN (Provide the constraints of the project, and some examples.)

Multiple Days ENGINEERING (Go through the engineering design process, and create their object.)

5 min. Students will demonstrate their device.

Students will turn in their Engineering Notebooks

These guidelines are set with a class that is 84 minutes long with bellwork and classroom culture built into the first 20 minutes. If you have shorter blocks, you may have to adjust accordingly.
This will extend into multiple days. I set this project to be between two and three weeks.

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Intro/Driving Question/Opening

Challenge: Engineer an art object.

Using the engineering design process, do research, brainstorm, design, construct, and demonstrate your artistic item.

How is engineering related to art?

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Hands-on Activity Instructions

Students can work individually, in pairs, or in groups up to four people.
Instruct on physics of waves, and how it relates to light and sound.
Explain the parts of a wave, and terminology used in physics.
Explain the light spectrum and the electromagnetic spectrum.
Explain how sound works, and how it is wave forms being transferred through the air, moving air molecules and being picked up by our ears.
Provide time to go through the engineering design process; including background research, brainstorming, designing, and testing.

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Assessment

Students will be assessed first on the success of their device.

Students will then be assessed on their engineering design process and their knowledge of the physics of waves by turning in an engineering notebook that follows the provided rubric.

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Differentiation

Some students will require more support with coming up with ideas- for those students, provide additional support to come up with more ideas.

Remediation

Extension/Enrichment

The open-endedness of this activity allows it to have a very “low floor” and “high ceiling”. With each group having the ability to use materials differently, or even CADing designs and 3D printing device pieces.

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