Assessment
During this activity, many different methods are used to assess student achievement. Direct observation of student work during the activity is the most informative. From the observations, teachers assess students' needs and can respond accordingly with lessons or group discussion. For example, if students are struggling with CAD or word processing, a group lesson might be beneficial to students as they work on their tasks.
A rubric is used to evaluate the project and presentation. These are given to the students ahead of time and explained (see Project Rubric and Presentation Rubric below.) The student evaluates him or herself on the paper. The instructor also assesses the paper, discusses the grade with the student, and a final grade is agreed upon. Students evaluate each other to determine the grades for their presentations. These grades, along with the instructor's, are then averaged together to determine the final presentation grade.
Project RubricPresentation Rubric
Learning Context/ Introduction
The goal of this activity is for students to develop a design of an automobile dashboard for a vehicle in the year 2020. Students will research, discuss, and investigate the history and current trends in vehicle design. They will then speculate on the type of vehicles available in the year 2020, and begin to design their dashboard. The students will sketch alternatives, select one design, and draw it with CAD software, labeling each component part. Each student will prepare a rationale for each component included in the final design.
In the next part of the activity, the student prepares an oral presentation about his dashboard and delivers it to the rest of the class. Students can use charts, the overhead, computer, etc. as needed to deliver the presentation. The rest of the class assumes roles as a corporate executive in charge of vehicle design. Members of the class view each presentation and evaluate it against set criteria, and then determine a ‘grade’ for each. The class evaluations are then averaged along with the teacher’s evaluation to determine a final grade.
This activity helps to reinforce the connections between math and science by allowing the students the opportunity to apply mathematical operations while completing computer drawings. In addition, students apply scientific principles of ergonomics and engineering design while solving this problem. This activity helps to reinforce communication skills as students document their results in written form as well as present their design to the rest of the class. As a whole, communication skills are an important and necessary skill set in many career fields.
To successfully complete this activity, students must:
- Apply the engineering design process
- Generate sketches of a design and transfer a chosen design to a CAD system
- Label and explain each component of the design
- Present their final design to the class for evaluation.
Procedure
Students complete the following activities during this learning experience:
- Investigate past, present, and future trends in automobile safety and design
- Brainstorm and speculate on vehicle design for the year 2020
- Develop a list of possible items to be found on a dashboard for the year 2020
- Complete sketches of possible dashboard designs
- Draw a final design with a CAD program, labeling each element
- Develop a written description and rationale for each element of the design
- Prepare and deliver an oral report to sell the design
- Participate in self and peer evaluations (see Assessment section)
The teacher completes the following activities during this learning experience:
- Introduce the engineering design process
- Introduce the design activity
- Introduce the past and current trends in vehicle safety and design
- Provide individual and group discussions as needed during the activity
- Demonstrate and provide individual or group instruction in the use of CAD, word processing, and presentation software as needed
- Introduce the presentation format and evaluation process (see Evaluation Information below)
- Develop the list of company executives for the evaluation process (see Company Representatives below)
- Evaluate the final design and presentation
Evaluation InformationCompany Representatives
Student Work
The student work attached below gives examples of student sketches, CAD drawings, written reports, and evaluation sheets.
Dashboard Written ReportStudent EvaluationCAD Drawing - Microsoft Word Document
Resources
Materials needed for student work:
- Books, magazines, and other reference materials dealing with automobile safety and design
- Graph paper for sketching
- Computers for CAD, word processing, and presentations
- Overhead materials and projector
- All appropriate handouts, instructional materials, and evaluation criteria
Materials needed for the teacher:
- All appropriate handouts
- A computer for demonstration purposes
- Past examples of student work
- An overhead projector or computer projection device
- Reference materials
Instructional/Environmental Modifications
The following instructional modifications can be made:
- Provide individual or group instruction as needed
- Provide the students with evaluation criteria before starting the activity
The following physical modifications can be made:
- Provide adequate work area for student work
- Provide adequate access to computers and other materials as needed
- Provide an area that is adequate for giving presentations
Duration
The time required for planning the project will vary, depending upon the depth to which the teacher wants to go with the activity. The learning experience would be shorter without the presentation because a significant amount of time is needed to introduce the peer evaluation format and process. Overall, it takes several hours to days to properly plan, create handouts and overheads, and develop the lessons required for this learning experience.
The entire project could be as short as one week, if outside class time was used. If only class time is used, it will take from two to four weeks to complete this entire learning experience as it is written.
During the assessment phase, grading of the actual designs is done during the presentation of the final design. The teacher then reviews all the materials using the same tool. Each design can take from half to a full period, so it may take some time to complete all the evaluations. It is also critical to take a day or two to discuss the final results with the class and review the peer evaluation process that was used.
Author
Edward L. Zak,
Sauquoit Valley Central School District
Reflection
Overall, this learning experience provides an excellent opportunity for students to apply the information and principles learned in other subject areas to the completion of the task. This activity can be used to meet many of the curriculum standards as the student completes each part. It can also be used to meet standards in English Language Arts, Career Development and Occupational Studies, as well as in MST.
This learning experience also involves many of the "best practices" being used in the classroom today. Students work together, solve design problems, communicate and share ideas and learning, and learn by doing. As students complete all phases of this project, they develop skills that many employers look for in today's workers.
Lastly, this activity can also be modified for other grade levels and student ability. It could be tailored to meet the needs of teachers in subject areas other than technology education.
