SolveaProblemUsingDesignThinking

Description

Designthinking isway oflooking at the world inawaythat seespossibilitiesandsolutionsratherthanobstacles and problems.

This lesson introduces theidea of using designthinking totacklereal-worldproblems.By usingthis process, studentswill come tounderstandaneffectivewayoffindingsolutionsandhowtheycanbe implemented usingrobots.Ideally,studentswillbe ingroupsofthree to four perrobot forthis lesson,but this couldbe adjusted dependingonclass size.

LessonOutcomes

Students willbeable to:

•Understandand apply the iterative nature of the designprocess

•Effectively communicateandwork in a team

•Apply their understandingof roboticssystems andcomponents

Assumptions

Studentswill:

•Have little experienceusingthedesignthinking process (empathize,define,ideate,prototype,test,repeat)

•Havesome experience with solving problemsin groups

•Havesome experience with building andprogramming robots

•Understandthebasicsof robotsensors and their functions

•Holda basic understanding of programming structuresas theyrelate to robotics and theirspecific platform

KeyTerminology

Bumperswitch:allowsarobottodetectanobstacleorlimitthe movementofacomponent.

Coloursensor:allowsarobottomeasurecolours.

DesignThinking:isanapproachtosolutions-findingthatconsidersthedesiredend-resultorexperience.ADesignThinkingapproachisoften iterative, startingwiththedefinitionofaproblem,empatheticallyconsideringtheexperienceorimpactofthatproblemfrommultiple

perspectives,consideringmultipleapproachestopotential solutions,thennarrowingdownthesolutionthroughprototypingorexperimentation.Thechosenapproachtothesolutionisthenselectedandimplemented.

Distancesensor:allowsarobottomeasuredistanceusingultrasonic waves.

Gyrosensor:allowsarobottomeasureturnrateandangles.

Limitswitch:similartoabumperswitchbutwithaflexible leverarmtriggeringtheswitch.Itallowsformoreflexiblemountingoptionsthanthebumperswitch.

Potentiometer:allowsarobottodeterminethepositionanddirectionofrotationofashaft.

Prototype:anearlymodelofaproductbuilttotestaproductorprocess.

Reflectiveobjectsensor:similartoacoloursensor,butincludesalightsourceanddetectsthepresenceorabsenceofareflectiveobjectatveryshortrange(typically5mm).Anarrangementoftwoormorereflectiveobjectsensorscanformalinetracker.

Robotcontroller:thebrainofarobotthatcanbeprogrammedusingsoftware.Arobotcontrollersendsinstructionstothecomponentsofarobotandreceivesinputfromsensors.

EstimatedTime

Approximately 4 hours:

•30–60 minutesfor the designthinking process

•30–60 minutes to redesign/customize/buildarobotthat istailoredtothe proposedsolution

•2hoursto testtheprototype andrepeatthedesign process until an adequate solution isfound

RecommendedNumberofStudents

20–25students

Facilities

A computerlabwith programmingsoftwareor reasonable equivalent isrequiredto completethisactivity.

It isalsorecommended thattables bearrangedin pods sothatgroupsof students canworktogether duringthe designthinkingprocess.

Tools

Ideally there shouldbe anassortment of standard classroom suppliesthat will aidthe studentsintheirproblem solving.

Materials

Eachsmall group should have:

•A design-thinking worksheet foreachmembertothinkthroughthe process(seeexampleat theendofthis activity)

•A robot andassociated sensors

•A computer withtheappropriateprogrammingsoftware

Resources

A videothat briefly explainswhatdesignthinkingis:

A TEDtalk by TimBrownthat discusses design thinkingandencourages designerstothinkbigger:

Anin-depthexplanationof thedesignthinkingprocessfrom StanfordUniversity: ModeGuideBOOTCAMP2010L.pdf?sessionID=68deabe9f22d5b79bde83798d28a09327886ea4b

Procedure

1.Dividethe class into groupsofthreetofour, or dividethe class into thesame numberofgroups asthenumberof robotsavailable.

2.Theteacher can briefly introducetheideaofdesignthinkingandhowitmakespeoples’livesbetter.Seevideosinthe “Resources” section for some suggestions.

3.Handout theDesign Thinking Worksheet to each student. These willbehanded back totheteacher forassessment at the endof the activity; it isrecommendedthat the teachercommunicatethistothe class. Thisstructuredprocess is intended tohonourallvoicesina group,tohold each teammember accountable for theircreativecontributionsandfortheteachertohavearecord ofthedesign process ofeach studentforthepurposesofassessment at theendof the activity.

4.UsingtheDesignThinkingWorksheet,studentsaretostartwiththefirstbox,“Empathize/Define,”andthinkaboutproblemsineverydaylifethat could be solvedusingtheavailablerobots. It mayhelptopromptstudentsby asking,“Why isthis aproblem?”Teachers willlikelyneedtoencouragestudentstofocus on definingtheproblemratherthanjumpingtosolutions-findingatthispoint.

5.Studentsshouldsharetheproblemstheyidentifiedinthegroup.Ensurethateveryone’sideasaregivenequaltime. After eachmember’sproblemideashavebeenshared,groupscan takeapproximately10–15minutestodiscussanddecidewhichproblemstheywouldliketotackle for theirrobot design.

6.Thegroupswillthen move on tothe second box,“Ideate,” where they will brainstormpossible solutions to their problems.This cantake anywhere from10 to20 minutes,dependingonthe creativity ofthe group. Studentsareencouraged tofocus onwhy theirsolutionmight work rather than whyit might not,focussingtheir attention onpossibilitiesrather thanobstacles.Remember thatit canbe quite challengingto think creativelywithin atime boundary,so be aware that some studentsmay strugglewiththisphase. Encourageeach studenthaveatleast one ideato shareatthe endofthetime period.

7.Again,studentswilltakeapproximately10–15minutestosharetheirpotentialsolutionsto

thechosenproblem.If a groupcan’tdecidewhichideatomove forward with,itisacceptabletoadvanceto thePrototyping phasewithmore thanone possible solution.Having multiplesolutions toprototypecanhelptrigger creativity.

8.Each student shouldthencome upwithat least twoif not three different prototypes.Students shouldconsider the availablerobots andcomponents whenprototyping. Allow15–30minutesforthisphase.Again,eachstudentsharestheirideaswiththegroup;thegroupdecides onthe direction theywill take.

9.Allow for30–45minutesforgroupstobuildand modify theirrobotsaccordingtotheirdesign.

10.Oncetheir machineis built, groupsshould begintestingtheir design for effectiveness. Steps9and 10 should berepeated in asmany iterationsas necessary untiltheyhave solved theirproblemtotheir satisfaction.

11.To culminate thelesson,eachgroup shouldpresentand demonstratetheirchosenproblem,their ideationprocess andthe solutionto theclass.

Assessment

The evaluation ofthis lesson is based onthe three outcomesoutlinedabove.

Prior toteachersusingthe evaluation griditis recommended that studentsperform someformof peer assessmentandself-assessment aftertheyhave presented their work to theclass.

OutcomeToBeAssessed / 6 / 5 / 4 / 3 / 2 / 1 / 0
Outcome1 / Understandandapplytheiterativenatureofthedesignprocess
1.1 / Producedideas at allthreestages of thedesignprocess.
1.2 / Contributedduringthetesting/modifyingphase.
Outcome2 / Effectivelycommunicatesandworksinateam
2.1 / Contributes toasolution-orientedenvironment.
2.2 / Demonstrateseffectivecommunicationandteamworkduringprototypingand testing.
Outcome3 / Applytheirunderstandingofroboticssystemsandcomponents
3.1 / Usescontroller/motors/sensors tosolvetheproblem.
3.2 / Usessoftwareto modifyprogramduring testing.

TotalPoints:

6 / Completedsuccessfully atthe exceptional level / Exemplary
5 / Completedsuccessfullyathigherthantheexpectedlevel / Accomplished
4 / Completedsuccessfully to theexpectedlevel / Emerging
3 / Attemptedsuccessfullyat the minimumlevel / Developing
2 / Attempted- Unsuccessful- ClosetoSuccessful / Beginning
1 / Attempted-Unsuccessful / Basic
0 / NotAttempted / N/A

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