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All the Different 3d printing Filaments Explained! - YouTube

this video provides examples and discussion about different types of filaments.

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All the Different 3d printing Filaments Explained!

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Good short video explains 3D printing and how it works.

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Good short video explains 3D printing and how it works.

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What Is 3D Printing and How Does It Work? | Mashable Explains - YouTube

I will be using this video during my lesson sequence because of its short length and how well it can explain 3d printing and its many uses.

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What Is 3D Printing and How Does It Work? | Mashable Explains

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SAMR ain’t *That* Simple – Jake Miller

a great resource that I scooped off of one of my peer's Padlets, it is a short read, but it is direct and straight to the point. the website explains SAMR very well and provides good information's on each point.

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I've developed a new pet peeve recently. It's handy-dandy graphics that tell you exactly which educational technologies match up with the different levels of the SAMR model (or Bloom's or DoK, etc.). Are they handy? Yes. Are they dandy? Um, sure, I guess. Are they 100% accurate? Nope.

What gives? Why is Jake so down on these easy to follow graphics that conveniently tell us that ThingLink and Google Search are Substitution, while YouTube and Explain Everything are Redefinition? Because it ain't that simple.

If you think that just by using YouTube, you're at Redefinition, you should just hand in your teacher's license now. Starbucks needs another barista. You'll know exactly how to make drinks anyhow because you probably love this graphic too. Okay, okay, don't quit teaching; just keep reading so I can help you. ( BTW - apologies to the creator of that graphic. It's not that bad, but it's just not my cup of . . . coffee)

Seriously, one of the graphics I've seen says that Twitter is Substitution. And then, on the same graph, has Prezi as Redefinition. The creator of that one may have consumed too many PSL's. What, praytell ( I've always wanted to say praytell in a blog post), is the equivalent non-tech activity that using an engaging global social media tool (Twitter) is a substitution for!? And Prezi, the tool that's essentially a slideshow with a side of vertigo is Redefinition!?

Listen, can Prezi have a key role in a fantastic, engaging, empowering learning experience? Certainly. Can it also be part of a trainwreck lesson? Of course! And the same can be said of Twitter.

So, how do we match technologies up with the levels of the SAMR model? Well, as I said before - It ain't that simple. We have to look at the factors of these educational experiences that these handy-dandy graphics are ignoring:

The students. What is the right tool for this group of students? What will engage and empower them?

The standards. What are we trying to teach? Different technologies impact different learning standards in different ways.

The pedagogy. The method and practice of teaching. It just can't be boiled down to a handy-dandy chart.

In closing, these charts are wrong . . . sometimes. But they are also right . . . sometimes. What we need to realize is that good teachers are skilled, knowledgeable and talented in their craft and that they make difficult, informed decisions about what benefits their students. Stop trying to make graphics that make a skilled profession simple. Even the best educational technologies require rockstar teachers.

Published by

Jake Miller

Jake is the host of the Educational Duct Tape podcast, the #EduGIF Guy, a Tech Integration Coach, speaker, Former STEM, Math & Science Teacher, and a presenter. View all posts by Jake Miller

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I've developed a new pet peeve recently. It's handy-dandy graphics that tell you exactly which educational technologies match up with the different levels of the SAMR model (or Bloom's or DoK, etc.). Are they handy? Yes. Are they dandy? Um, sure, I guess. Are they 100% accurate? Nope. What gives?

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The ITD Padlet to die for

I scooped this from a peer's Padlet, although it is for another subject area, I can see possible modifications that can be made to stay within the realm of design such as design a restricted number of containers to fit within a certain area while sting stacking and holding certain materials.

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Technologies senior subjects | Queensland Curriculum and Assessment Authority (qcaa.qld.edu.au)

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Access keys | Skip to primary navigation | Skip to secondary navigation | Skip to content | Skip to footer |

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I scooped this from one of my fellow peers, this is a great resource that when the SAMR model is applied countless resources can be generated and applied for classroom learning.

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Introduction:

An important consideration in designing a vehicle is aerodynamics. Aerodynamics is the effect of airflow and the forces involved when an object moves through the air or when air moves past an object. Aerodynamics has taken on new importance since the need for more fuel-efficient vehicles. A poorly designed vehicle uses more fuel. The flow of air moving around a vehicle is called streamline. A body with an overall rounded or square shape will cause air to break away from the streamline into swirls of air. This uneven or turbulent air movement that will slow the vehicle down is called drag. Vehicles have less resistance if they are rounded in the front and tapered off to a point in the rear (teardrop shape). In this activity, you will design, construct, and test an aerodynamically sound vehicle. The car you will be building is like a miniature rocket powered dragster. As you build your dragster, take your time. It will have a better chance of looking good and going fast if you build it with patience and care. One major mistake can ruin the whole dragster and disqualify you from racing. Take pride in your work and try to make the best dragster in the class.

Problem:

You are an automotive design engineer in the research and development department of the ASA Automotive Company. You have been assigned the task of designing the new, fuel efficient, aerodynamically sound, stylish, and futuristic automobile for the company. You will be in charge of the designing, constructing, and testing of the new vehicle. All cars in the company will be compared for excellence in design, craftsmanship, aerodynamics, and the fastest racing time.

In order to keep the competition fair and for the safety of the entire class, there are certain specifications that must be followed by all students. Keep these specifications in mind when completing the design process for you CO2 dragster.

Research:

You will be given class time to use the Internet to search for information about CO2 dragsters. You must show documentation of your research, along with the web addresses used.

Materials/Supplies:

masking tape

sandpaper

soda straw

2 axles

4 washers

5/8" x 2-3/4" x 12" basswood block

2 rear wheels

2 front wheels

2 1/8" screw eyes

CO2 cartridges

Tools/Equipment:
Procedure:

1. Develop several thumbnail sketches. You should not just rely on one design at this point. Develop at least forty (40) different designs. Be creative. Don't be afraid to experiment with some far out designs. Thumbnails are little, not much detail, quick sketches to give you ideas.

2. Look over the thumbnails and choose the best three (3) ideas. Sketch these ideas a little larger, with more detail, and from several angles or views. These are your rough sketches.

3. Next you will complete one (1) Final Sketch of the car you think will be the best and the fastest.

4. Using AutoSketch, neatly draw your dragster exact size and detail using the 1/4" template located in the video folder. (Remember to the document to your DESKTOP when you first begin and the document often while you work.) This final drawing will be used as the pattern to cut out your dragster. Be sure to show the location of the axle holes.

5. Take your thumbnails, rough sketch, final sketch, and final drawing to the teacher to have them approved and graded.

6. Carefully cut out the top and side views of your car from your final drawing.

7. Tape the templates on your wooden block and trace around them with a pencil. Be sure to locate and mark the axle holes and engine housing. (Note: Tape the top view template to the bottom of the wooden block.

8. Drill the axle holes (3/16") on the drill press being very careful to keep them straight and parallel to each other. They should be 1/4" from the bottom of the car.

9. Cut the side view first using the band saw. Then, cut the top view, which you traced, on the bottom of the block. Be very careful not to cut into the engine housing.

10. Shape the body using a wood rasp, file, Dremel Tool, and sandpaper.

11. Finish smoothing the car using finer and finer grit sandpaper.

12. Take your car home and apply spray paint and/or decals (optional).

13. Cut two pieces of soda straw 1-5/8" long for bearings. Insert one straw through the front axle hole and the other through the rear axle hole.

14. Insert axles through the straws.

15. Place washers on each end of the axles.

16. Carefully place the wheels on the axles. Be careful not to break the wheels. If the wheel does not stay on place a drop of hot-melt glue in the wheel before placing it on the axle.

17. Install the screw eyes about 3/4" to 1-1/2" from each end of the body. They screw into the bottom of the car. Be sure that they are centered down the middle of the vehicle.

18. Take the completed CO2 car to your teacher for grading.

Evaluation:

1. The following are required:

Research (documentation of research, along with the address(s) used) = 20 pts

40 thumbnail sketches = 20 pts

3 rough sketches = 30 pts

1 Final Sketch = 30 pts

Final Drawing = 50 pts

2. LSRAV dragster = 100 pts

design (creativity/appearance) = 30 pts

workmanship (shaping/smoothing/finishing) = 50 pts

aerodynamic design = 20 pts

Total = 250 pts

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Introduction: An important consideration in designing a vehicle is aerodynamics. Aerodynamics is the effect of airflow and the forces involved when an object moves through the air or when air moves past an object. Aerodynamics has taken on new importance since the need for more fuel-efficient vehicles.

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Saving Humpty (slq.qld.gov.au)

This resource offers students valuable learning opportunities to create designs that address the critical future challenges of promoting safer transportation, roads, and responsible road behaviour.

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Curriculum Connect provides free access to curriculum aligned teaching resources, lesson plans and activities, supported by State Library collections.

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Design in a Nutshell - YouTube
this is a great resource that can be used when introducing the different design styles to a class.

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Are you a bit postmodern, or do you belong in the Bauhaus? Watch 6 videos about famous design movements through history.

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Design Movements - Design Technology (weebly.com)

this is a good resource to show the different design movements that student can interact with and look at themselves.

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Whether you are choosing to base your product on a design movement or just looking for inspiration it is worth knowing the following movements inside out, understanding at least one key designer and the features (e.g. patterns, styles, colours, materials) that link products to that movement is very important at GCSE and A2.

If you want to do further research after reading through the quick glance guide below here are a few tips:
1) If using Google always put "design movement" after e.g. "Memphis Design Movement" this will help to filter out incorrect results
2) Google images links the images on the page so it might bring up an image that has no relevance to your design movement, try "visiting" the page, or check the image description

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Whether you are choosing to base your product on a design movement or just looking for inspiration it is worth knowing the following movements inside out, understanding at least one key designer and...

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Design a solution - C2C Design and Technologies Years 9-10 Unit 2 

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Design a solution - C2C Design and Technologies Years 9-10 Unit 2 

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C2C - Curriculum into the Classroom - Design a solution - C2C Design and Technologies Years 9-10 Unit 2 (scootle.edu.au)

I can see a lot of potential with this unit outline, this unit allows for group and individual work and allows the students to make their own choices in what they wish to design while applying real world scenarios. I am going to be basing my lesson sequence off of this unit outline because I see so much penitential student enjoyment.

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Design 2019 v1.1 Unit 1 sample assessment instrument (qcaa.qld.edu.au)

I will be using this sample assessment as a base for my lesson sequences because of ability to be modified for many applications, such as the application if will be using it for which will be design a stake holders preferred technology holder.

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YouTube

YouTube is an undeniably valuable resource for all teachers but when i comes the to Design and Technologies class where students are asked to create 3d models on digital programs such as Cad and auto desk, students can augment the teachers tutorials with several others on YouTube making for a better end product and possible not having to wait for the teacher to get around to them if there are a lot of students needing help with the program.

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Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

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Fun activity as an example for different designs 

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Fun activity as an example for different designs 

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The ITD Padlet to die for