Inspired Minds - David Lee

Outline:

Mission Statement * In one sentence, sum up what you aim to achieve through design.

To renew interest in science in today's youth through DIY toys.

Hypotheses * List the assumptions that you must test in order to support or frame your argument

Engineering is defined as the application of science and mathematics by which the properties of matter and the sources of energy in nature are made useful to people. Simply put it is the use of math and science to make things for people to use.

Though sharing is a quality that should be learned by all children, ownership is a natural inclination. This tendency can be utilized in a positive way by merging value in ownership through pride in craft.

4 years old Ellen, “I like to make stuff because then my older sister can’t use them. She always breaks my stuff, but if it is mine, she can’t use it.”

But the value of making things can also create a spirit of generosity. When a child is able to create for themselves there is no longer a problem of supply.

Research methods * What methods are you employing to learn more about your area of intervention? What do you need to know? Who are you utilizing? Ex: Articles, books, journals, interviews (w/whom?), surveys (of whom?), observations (of whom?), experiments

I have interviewed Kristin Egan a 5^th Grade Special needs Teacher, Jane Racoonsin, the Director of Beginnings Nursery School which Is based on the Reggio Emilia teaching method, and Keith Wynne, the Jr. FIRST Lego League Coordinator & Science Specialist at Carroll Elementary School

I have conducted a general survey of parents on what their children’s favorite types of toys are, what type of learners they are (visual, auditory, kinesthetic, tactile), and if an interest in a subject emerged first or did a toy bring about the interest. I conducted a separate survey of engineers and people in technological fields about their early influences which affected their career decisions and the impact of a favorite toy early on and what they were. I have also created discussion groups on the topic in a Mechanical Engineering Group and Industrial Design Group in LinkedIN.

I have been reviewing the FIRST Robotics program which tries to engage today’s youth in engineering through group based robotics competitions. There have also been case studies which have verified the efficacy of the program in meeting their goals of getting more kids into science and engineering.

Analysis * How have your findings shaped your argument?

I tested a bicycle toy which illustrated the basic principles of gears and how a bicycle works. The intention was to stimulate interest through an independent discovery, but my involvement in the explanation seemed necessary for understanding the concepts which may have been too challenging. In showing them the toy I also found that as a toy it did not sufficiently engage them and the learning principles didn’t seem to excite them much. Later I created a small plush model of Earth with a magnet embedded in it to illustrate how a compass works. I first showed

4-5 year olds from Beginnings Nursery School how magnets work, then how a compass works and is affected by magnetism using the magnets and then with the model earth. I then showed them how to make their own magnets. My plan was to survey their interest in science or how things work before and after showing them the toy. It would also be done with instruction by me for some kids and without for others to see the difference in self exploration. However when I went to test with the kids too many of them showed an interest at once and I was unable to conduct the experiment and survey as I originally intended. I went back the next day to try again but in a more controlled environment. This time they could choose which activities they wanted to do. However they didn’t choose my activity, perhaps since others were more appealing or since many had already seen and played with it previously. The toy did not lend to continual play. In talking to one girl she said she liked to make her own toys because then her older sister couldn’t play with them, since she always breaks her stuff. Also several of the kids wanted the magnets.

These experiments have let me to several thoughts about my focus. I have been trying too hard to teach science which may be too challenging for full comprehension at that age. Though some might get it, the kids would be more engaged through the activity more so than a didactic lesson in science through a toy. Also as Engineering is the application of math and science to make useful things for people, if I can create ways for children to create useful things, they can become engaged in the process and the science can come later.

External Relationships * Who are the stakeholders? Who are the experts? Whom have you spoken with?

The stakeholders are children, parents, teachers, colleges, manufacturers who will need talented engineers, and professional engineering societies. I have interviewed teachers, Preschool teachers, an elementary school Science specialist and Jr. FIRST Lego League coordinator.

Design opportunity * How have you defined the appropriate context to apply your skills?

Design Criteria * List the attributes that your design action must have in order to be successful? What are the formal, functional, ethical, material, and cost criteria that you have uncovered through your analysis?

It must become a product that can provide engaging play that employs the creative problem solving skills an provokes a child’s natural inquisitive nature. If my product becomes a method of creating things I need to find appropriate materials which are sustainable but also workable with children who can only use certain tools which can be used safely

Conceptual Development * What are POSSIBLE designed outcomes of your process? Describe possibilities of how design can address the issue you have chosen?

LEGOs are a successful design solution for my issue, but I need to differentiate from the way this product is used. One approach may be to scale up the products size and functionality. One example could be to build ride-able toys which could be designed by the child with the provided parts. Another might be an system of instruction to build Rube Goldberg machines out of common household materials

Feedback * Describe the feedback you have gotten so far and how it informs your process.

Is this feedback from the field or from instructors? My feedback from my 3D tools and how it relates to my process has been discussed in the Analysis section.

If it is regarding the instructors feedback, I have made my surveys more focused (only surveying engineers and technology professionals), I have tested my tools with children and observed their interaction.

Next Steps * What are the necessary next steps to achieve your mission?

I need to create more tangible tools that are in line with my possible future designs.

I need to verify the connection between making functional things and the later desire to learn more on how things work to further fuel making more complicated functional objects.

Instructor Feedback:
Review design precedents and do market research. Study comparable toys, what they do and how they are effective.

Board:
Pare down the text and simplify with representational graphics. Highlight the user testing and arrange information with a hierarchy of importance to have primary information that draws the viewers attention first. Illustrate some of my ideas and include to go beyond just 3d tools. Consider making own building materials as part of the DIY toy as alternative to Blue Foam. Identify why I am chosing the 4-5 age group with reasoning backed by evidence. In order to consider toy as a metric for engineering and scientific ability find out how elementary schools identify skill sets. Find evidence for the causal relationship between making functional objects and future interest in science which is a key feature if my proposal.