Sturdy Place to Sit: Chair Design Challenge

Students will:

• Use the Design Thinking Process to problem-solve a challenge and prototype a solution.

• Design and construct a stable and functional cardboard seat.

• Develop communication, collaboration, critical thinking, creativity, and problem-solving skills by working as a group to solve a challenge.

Students can:

• Follow key aspects of the Design Thinking Process to solve a challenge and prototype a solution.

• Work collaboratively with classmates to effectively communicate group responsibilities when planning and making.

• Respond to the prompt and challenges that arise throughout the activity using critical thinking, creativity, and problem-solving skills.

Empathise, define, ideate, prototype, test, feedback, engineer, stability, design solution.

The Stanford Design Thinking Process helps solve complex problems with creative solutions.

We've broken down the process to support you when engaging with your Makedo STEAM Challenge here.

Creativity and innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.a. Apply existing knowledge to generate new ideas, products, or processesb. Create original works as a means of personal or group expression

• CCSS.Math.Content.7.G.B.6 (Grade 7): Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.

• CCSS.Math.Content.8.G.C.9 (Grade 8): Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres. Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.

K–2: Engineering Design (K-2-ETS1)

• K-2-ETS1-1: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

• K-2-ETS1-2: Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it to function as needed to solve a given problem.

• K-2-ETS1-3: Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

Grades 3–5: Engineering Design (3-5-ETS1)

• 3-5-ETS1-1: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

• 3-5-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

• 3-5-ETS1-3: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

Grades 6–8: Engineering Design (MS-ETS1)

• MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment.

  • Alignment: This lesson can be scaled up by adding more precise criteria (e.g., a specific weight capacity) and constraints (e.g., a specific cardboard thickness). The scenario already addresses the environmental impact ("upcycled cardboard").

• MS-ETS1-2: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

  • Alignment: Students can create a rubric or scoring system to evaluate their own and their peers' designs based on sturdiness, cost-effectiveness, aesthetics, etc.

• MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

  • Alignment: Students can learn from each other's designs. For example, one team might find a strong joint, while another finds a sturdy leg design. They can then combine these successful elements into a refined "best-of" solution.

• MS-ETS1-4: Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

  • Alignment: The iterative design process of building, testing, refining, and rebuilding is at the very heart of this challenge.

High School: Engineering Design (HS-ETS1)

• HS-ETS1-2: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

  • Alignment: For older students, the problem of "building a seat" can be broken down into sub-problems: designing a sturdy base, a strong seat platform, and a comfortable backrest.

• HS-ETS1-4: Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

Key Stage 1 (Years 1-3 ):

When designing and making, pupils should be taught to:

Design 

• design purposeful, functional, appealing products for themselves and other users based on design criteria

Make  

• select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]  select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

Technical Knowledge

• build structures, exploring how they can be made stronger, stiffer and more stable

Key Stage 2 (Years 3-6):

When designing and making, pupils should be taught to:

Design  

• use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups  

• generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

Make 

• select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately

Evaluate

• evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

Key Stage 3 (Years 7-9):

When designing and making, pupils should be taught to:

Design  

• use research and exploration, such as the study of different cultures, to identify and understand user needs

Evaluate

• test, evaluate and refine their ideas and products against a specification, taking into account the views of intended users and other interested groups

• understand developments in design and technology, its impact on individuals, society and the environment, and the responsibilities of designers, engineers

Key Stage 1-2 (Years 1-6 ):

Spoken language

Pupils should be taught to:

• ask relevant questions to extend their understanding and knowledge

• give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings

• participate in discussions, presentations, performances, role play, improvisations and debates

Writing-composition (Years 3-4)

Pupils should be taught to:

• draft and write by:  

  • composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2)  

  • organising paragraphs around a theme 

  • in narratives, creating settings, characters and plot  

  • in non-narrative material, using simple organisational devices [for example, headings and sub-headings]

Reading comprehension (Years 5-6)

Pupils should be taught to:

• retrieve, record and present information from non-fiction

• explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary

Grades 1–3

• A. STEM Skills and Connections: This strand focuses on students applying skills from science, technology, engineering, and mathematics to solve real-world problems.

  • Overall Expectation A2: apply the engineering design process and coding skills to design, build, and test devices, models, and/or structures.

  • Specific Expectation A2.2: follow an engineering design process to design, build, and test devices, models, and/or structures that address a need or want, and make improvements to the design on the basis of testing and peer feedback.

  • Specific Expectation A2.3: use a variety of tools, materials, and techniques to build models and/or structures.

• D. Structures and Mechanisms (Overall Expectation): This strand focuses on the physical properties of structures and materials.

  • Specific Expectation D2.1: investigate the properties of various materials, and demonstrate an understanding that the properties of materials determine how they are used. (Students will learn about the strength and limitations of cardboard).

  • Specific Expectation D2.2: investigate how the design of a structure, including its shape and the way it is put together, affects its ability to support a load. (This is a core learning objective of the lesson).

  • Specific Expectation D2.3: identify the materials and fasteners that make up a variety of structures, and explain why certain materials and fasteners are used. (Students will identify cardboard as a material and Makedo scrus as a fastener).

Grades 4–6

• A. STEM Skills and Connections:

  • Overall Expectation A2: apply the engineering design process and coding skills to design, build, and test devices, models, structures, and/or systems.

  • Specific Expectation A2.2: apply an engineering design process to design, build, and test a device, model, or structure that addresses a need or want, and make improvements to the design based on testing and peer feedback.

  • Specific Expectation A2.3: use a variety of tools, materials, and techniques to build models, devices, and/or structures.

• D. Structures and Mechanisms (Overall Expectation):

  • Specific Expectation D2.1: investigate the properties of materials and the components of structures, and demonstrate an understanding that the properties and components of a structure determine its function.

  • Specific Expectation D2.2: investigate forces that act on and within structures and the way the structures respond to these forces. (Students will be investigating the forces of compression and tension on their cardboard seats).

  • Specific Expectation D2.3: describe the different kinds of structures, and explain how the shapes of components and the ways in which they are joined together affect a structure's ability to withstand loads and forces.