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Orla, Jane, Stacey & Sarah

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SESE B. Ed 2 Design and Making Assignment 2018

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SESE B. Ed 2 Design and Making Assignment 2018

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Stacey Brady-  17762405
Sarah Woods-  17728331
Orla Birmingham- 17374273
Jane Costigan- 17740479

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NCCA Science curriculum. (1999). Retrieved from https://www.curriculumonline.ie/getmedia/346522bd-f9f6-49ce-9676-49b59fdb5505/PSEC03c_Science_Curriculum.pdf

NCCA Teacher Guidelines. (1999). Retrieved from https://www.curriculumonline.ie/getmedia/8afff1e2-e969-4f64-af35-937da5b0ad18/PSEC03c_Science_Guidelines.pdf

Van Dooren, E., Boshuizen, E., van Merriënboer, J., Asselbergs, T., & van Dorst, M. (2013). Making explicit in design education: generic elements in the design process. International Journal Of Technology And Design Education, 24(1), 53-71. doi: 10.1007/s10798-013-9246-8

Zhou, N., Pereira, N., George, T., Alperovich, J., Booth, J., & Chandrasegaran, S. et al. (2017). The Influence of Toy Design Activities on Middle School Students’ Understanding of the Engineering Design Processes. Journal Of Science Education And Technology, 26(5), 481-493. doi: 10.1007/s10956-017-9693-1

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1. The decline of usage of wind power in the Industrial Revolution
2. The Eindhoven Windmills
3. Early windmills and their evolution over the years.

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How we would find out children's previous knowledge.

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How we would find out children's previous knowledge.

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In groups get the children to complete a concept map clarifying their understanding of what they already know about windmills, wind power and energy.

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We made a functioning windmill, that generates kinetic energy to mechanical energy. The wind freely turns the propellers which lifts and lowers the cup. We found this process of designing and making very interesting, and we all agree that this is something we can bring into the classroom very easily. We enjoyed the process of working as a group, as we all brought something different to the group.

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Things we would do differently next time
1. Experiment with different material for the propellers ( plastic bottles, spoons, CD's etc)
2. Change the base in order for it to stand alone.
3  Test outside with the force of wind instead of hairdryer as wind.

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We found that the stick used for the axle was too heavy and we introduced two straws instead and made the holes in the cups bigger to allow for more movement for turning.

Also, the string initially used was unable to lift the cup. We changed the string to wool which we found was lighter as it carried less weight. Once the hairdryer was introduced again (wind) it powered the propellers easily and raised and lowered the cup with ease.

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"The process of experimenting or exploring and deciding is a dialectical process of being open and alert, analyzing and associating, coming up with alternatives on the one hand and ﬁnding criteria, testing and evaluating on the other hand. It is a process of diverging and converging (van Dooren et al., 2013, p58)

We initially tried out a lighter cardboard and thicker washer but we felt the washer was too thick and prevented the propellers from turning.

The paper plates also didn't work as they didn't turn and stuck together. A change of cardboard was needed. We then introduced a heavier cardboard and a smaller washer. We also adjusted the propellers by bending them in order to catch the wind in enable them to rotate easier and at a faster pace to power the cup to move.

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The purpose of sketching is to visualize design ideas rather than create perfect-looking images. (Zhou et al., 2017, p486)

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Our Windmill needs to:
1. Withstand a force of wind without breaking
2. Generate power to move a cup.
3. Convert kinetic energy (wind) to mechanical energy (to move the cup)

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"An important aspect of scientific activity is encouraging children to design and make artefacts and models that will provide solutions to practical problems" (NCCA, Teacher Guidelines, 1999, p21)

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We explored some options of homemade windmills on the internet.

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1. What materials are we going to use?
2. What design is child-friendly and can be catered for in the classroom?
3. What level of force is needed to power the windmill?
4. How will our windmill be operated?
5. What shape of blades or propellers is more effective in turning to generate power?

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As a group, we picked the project titled "Design and make a functioning windmill.
The context in which this investigation is set is strand- Energy and forces, and strand unit- forces.

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On making this project, the children would be able to demonstrate an understanding of:
1 - "Identify and explore how objects and materials may be moved using wind energy". (NCCA,1999 P87)
2 - Develop the ability to draw designs showing different perspectives of proposed objects
3 - Develop craft-handling skills and techniques using a variety of materials and tools.
Materials- Cardboard,tape,scissors, string,straws.
Skills of design and making - Exploring, Planning, Making and Evaluating. (NCCA,1999 Teacher Guidelines Pg21)
4 - Test, critique and evaluate their designs and make necessary changes ie materials, design and force.