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Awareness factory | FabLab

Awareness factory

Title: “AWARENESS FACTORY” (GLOCAL in improving SUSTAINABILITY)

Beatriz Álvarez Mendívil, Isaac Montes Solares, Félix del Olmo

I.E.S. Peñamayor, Nava – Asturias – Spain

Introduction What it is about (topic):
Sustainability

Who  it  is for (age group):
14 years old

Short outline of what will happen during the course/project:
This project focuses on the topic of sustainability and includes two sub-projects; one on the production of useful artefacts to improve sustainability, the other on awareness (see Awareness Factory 2).

In the project students design and create useful artefacts to fight noise pollution and plastic waste. Through this project, students will reuse broken everyday objects by fixing them with simple spare parts designed and made by students, and 2) reduce the noise pollution in classrooms through simple but smart solutions (for example, sustainable acoustic panels). During the field study students research and measure their surroundings in order to design solutions fitting the specific setting. They use Tinkercad and 3D printer + PLA to design and manufacture spare parts to replace or add to other damaged or incomplete objects. Besides the tangible and practical outcomes that this project offers to students and their classrooms, it also increases the awareness on sustainability and waste.

 Link to other subjects/courses:
Foreign languages, technology, plastic education, informatics

Pre-knowledge  What knowledge do you expect from your students at the start of the project? :
Searching for information, handling of the basic functions of Inkscape and Tinkercad.
Learning goals ●       Develop critical thinking about the effects on the environment of human actions and own actions.

●       Be able to Communicate and collaborate

●       Know the concept of sustainability.

●       Learn to search and select information.

●       Collaborate in carrying out the surveys

●       Communicate with people close to them.

●       Use of ITC to prepare statistical reports.

●       Develop critical thinking to identify the environmental problems in their immediate environment.

●       Develop critical thinking to recognize the actions that they can carry out themselves to minimize the environmental impact.

●       Foster a recycling concept

●       Learn how to measure accurately, design with a computer and print with a 3d printing.

●       Use critical thinking to be aware of the environmental impact of not recycling or repairing

●       Communicate ideas through drawings.

●       Foster collaborative work.

●       Develop their knowledge of Graphic design and

●       Cutting of stickers,

●       Screen printing and T-shirt printing.

●       Develop the collaboration between different departments: technology, literature, arts, languages and music.

●       Communicate concepts about sustainability through a story and artistic graphic design.

●       Learn about and use graphic design software.

●       Learn how to use laser cutter and assembly of the parts.

●       Find information from various sources: internet, interviews with experts.

●       Learn to use software autonomously.

●       Develop knowledge about sustainable materials with good acoustic properties.

●       Foster team work respecting the work and opinions of others

●       Fulfill the goals sequentially as far as possible in the rest of the pedagogical phases.

●       Apply these attitudes to other activities outside the project

●       Understand the need to develop these phases of the process in the global development of the project.

Time 28 lesson of 50 minutes
Assessment ●      We will evaluate the work of the students (designs, information, prototypes, stickers, etc.) with templates of verification of the demanded characteristics and his attitude through direct observation.

●      Self- assessment before and after the feedback sessions.

●      Contests and exhibitions within the school community related to the issues developed in the project

Resources ●      3 teachers and 2 assistants

●      Fablab equipment and classroom with computers.

Materials
  • Films
  • Documentaries
  • Internet
  • Computers
  • Paper and pencil
  • Surveys
  • Tinkercad, CURA.
  • 3D printer.
  • Paper and pencil.
  • Measuring instruments: ruler, Vernier caliper.
  • Computer and internet access.
  • 3D printer.
  • USB memory.
  • Vinyl cutter + Various types of vinyl.
  • T-shirt printing machine,
  • mesh, frames, paint and shirts.
  • stapler, pliers, tweezers, cuter.
  • Graphic design software.
  • Cardboard, wood fiberboard, plywood, wood slats, hinges, screws, screwdriver, glue.
  • Sound level meter and mobile phone.

 

1.   Design brief about sustainability

Introduction

Brief description of what the lesson is about

●      What is the Sustainability. What is the environment and how many kinds of pollution do we know?

●      Research on how to improve the environment

Time

Amount of lessen + minutes per lesson (i.e. 2 lessons of 50 minutes)

2 lessons of 50 minutes
Phase of the DBL model Design brief
Lesson goals/design output

What will the students have achieved after this lesson?  For instance: the student will have 12 new ideas

Develop in the student the concern to global problems of the near and far environment.

Being able to search for information on sustainability.

Make students aware of how important individual actions are for the preservation of the environment.

Activity

Description of what the students will be doing

Watching short films and documentaries leading to awareness of the subject

Selective search on sustainability, areas of action and measures to improve it

Brainstorming and analysis of search results.

Materials

Overview of what materials needed (also think about powerpoints etc)

 

·       Films

·       Documentaries

·       Internet

·       Computers

·       Paper and pencil

Learning goals

●      Soft skills (21st century skills?)

●      Knowledge (theoretical skills)

●      Practical skills

Develop  critical thinking about the effects on the environment of human actions and own actions.

Be able to Communicate  and collaborate

Know the concept of sustainability.

Learn to search for  and select information.

Extra  
Tips from an expert  

 

2.   Field study on sustainability

Introduction Research on what people know about sustainability, and what resources can I have to improve it.
Time 2 lessons of 50 minutes
Phase of the DBL model Field study
Lesson goals/design output

 

Come up with possible action measures, leading to real solutions

Identify the environmental problems that can be improved at home, at school and in the immediate environment of their daily life.

Find a way to fit the kamishibai into this new project

Activity

 

Preparation and active participation in own surveys and for other interest groups

Analyze the results of the surveys and prepare statistical reports

Reflection the information held by people close to us and analyze it to make a report.

Materials

 

·       Surveys

·       Internet access

·       Computers

·       Paper and pencil.

Learning goals

●      Soft skills (21st century skills?)

●      Knowledge (theoretical skills)

●      Practical skills

 

·       Collaborate in carrying out the surveys.

·       Communicate with people close to them.

·       Use of ITC to prepare statistical reports.

·       Develop  critical thinking to identify the environmental problems in their immediate environment.

·       Develop critical thinking to recognize the actions that they can carry out themselves to minimize the environmental impact.

Extra
Tips from an expert

 

3.   Recycling

Introduction Recycling: repair of damaged objects by designing and printing 3D parts
Time 7 lessons of 50 minutes
Phase of the DBL model Field study, ideation, fabrication, argumentation
Lesson goals/design output

 

Find at least one object that has a broken part that cannot be replaced by a commercial part.

Measure the piece with sufficient precision.

Design and manufacture 3d pieces that meets the needs given.

Experience the satisfaction of repairing and recovering a damaged object.

Become aware of the need to repair as a tool to achieve a sustainable system.

Activity

 

Search objects with broken pieces.

Measure, design and print 3d parts.

Check the suitability of the manufactured part and adjust the design if necessary.

Materials

 

·       Computer and internet access.

·       Tinkercad, CURA.

·       3D printer.

·       Paper  and pencil.

·       Measuring instruments: ruler, Vernier caliper.

Learning goals

●      Soft skills (21st century skills?)

●      Knowledge (theoretical skills)

●      Practical skills

●      Foster a recycling concept

●      Learn how to measure accurately,

●      design with  a computer and print with a 3d printing.

●       Use critical thinking to be aware of the environmental impact of not recycling or repairing.

Extra
Tips from an expert

 

4.   Stickers

Introduction Design and manufacture of stickers to raise awareness among people about sustainability.
Time 7 lessons of 50 minutes
Phase of the DBL model Field study, ideation, fabrication, argumentation
Lesson goals/design output

 

Locate local or global action topics that arouse student interest.

Design images and slogans that try to be eye-catching.

Make various types of stickers (normal, transfer, stamping)

Summarize concepts and specify them in short sentences.

Activity

 

Search information on the Internet about global environmental problems.

Design of stickers with Inkscape.

Cutting stickers with the vinyl cutter and manipulating them.

Screen printing and T-shirt printing.

Materials

 

●      Computer, internet access, USB memory.

●      Vinyl cutter.

●      Various types of vinyl.

●      T-shirt printing machine, mesh, frames, paint and shirts.

●      Squeegee, stapler, pliers, tweezers, cuter.

Learning goals

●      Soft skills (21st century skills?)

●      Knowledge (theoretical skills)

●      Practical skills

 

●      Communcate  ideas through drawings.

●      Foster collaborative work.

●      Develop their knowledge ofGraphic design and

●      Cutting of stickers,

●       Screen printing and T-shirt printing.

Extra
Tips from an expert

 

5.   Kamishibai

Introduction Design and manufacture of a kamishibai with which to show the winning stories of the story contest about sustainability. The winning story will be drawn and translated into English, French and Bable.
Time 6 lessons of 50 minutes
Phase of the DBL model Field study, ideation, fabrication, argumentation
Lesson goals/design output

 

Find information about the dimensions and functioning of the kamishibai.

Draw the sketch that fits the required shape and dimensions, first freehand and later with Inkscape.

Develop creativity in the design and decoration of kamishibai doors.

Observe the operation of the laser cutter.

Activity

 

Search information about models and dimensions of kamishibai.

Drawing of sketches. Design with Cadstd and Inkscape.

Manufacture of the prototype in cardboard.

Manufacture with laser cutter and assembly.

Materials

 

●      Computer and internet access.

●      Paper and pencil.

●      Graphic design software.

●      Cardboard, wood fiberboard, plywood, wood slats, hinges, screws, screwdriver, glue.

●      Laser cutter.

Learning goals

●      Soft skills (21st century skills?)

●      Knowledge (theoretical skills)

●      Practical skills

 

●      Develop the collaboration  between different departments: technology, literature, arts, languages and music.

●      Communicate concepts about sustainability through a story and artistic graphic design.

●      Learn about and use  graphic design software.

●       Learn how to use the  laser cutter and assembly of the parts.

Extra
Tips from an expert

6.   Panels

Introduction Design and manufacture of panels to improve the sound of a classroom.
Time 4 lessons of 50 minutes
Phase of the DBL model Field study, ideation, fabrication, argumentation
Lesson goals/design output

 

Find manufacturing techniques and placement of acoustic panels.

Find software to measure the reverberation, install it and learn how to use it.

Find several sustainable materials with good acoustic properties.

Activity

 

Search for information on the internet and through interviews with experts on techniques, software and materials to reduce and evaluate reverberation.

Design, manufacture and evaluation of acoustic panels. Paint and decorate the panels.

Materials

 

●      Computer with internet access.

●      Plywood, cork, egg carton, stapler, hot glue gun.

●      Sackcloth, paints.

●      Laser cutter.

●      Sound level meter and mobile phone.

Learning goals

●      Soft skills (21st century skills?)

●      Knowledge (theoretical skills)

●      Practical skills

●      Find information from various sources: internet, interviews with experts.

●      Learn to use software autonomously.

●      Develop knowledge about sustainable materials with good acoustic properties.

●       Foster team work respecting the work and opinions of others

Extra
Tips from an expert  

 

7.   Reflections and improvement

Introduction Reflexión grupal (feedback) acerca de cada una de las fases pedagógicas. Feedback acerca de la utilidad, estética, durabilidad y posibles mejoras de los productos fabricados, y sobre los recursos utilizados

Group feedback about each of the paedagogic phases and about the usefulness, aesthetics, durability and possible improvement of the products, and about the used resources.

Time 2 lessons of 50 minutes
Phase of the DBL model Argumentation, Reflection
Lesson goals/design output ●      Make  students who have designed the product aware of the new ideas as a real improvement

●      Make sure that constructive criticism is appropriate to the context and it benefits the improvement of the product (both in aesthetics and  practice)

●      Make students handle with the exhibition means in an appropiate way.

●      Make students develop  new means of appealing, organized and effective presentation (prezi, ppt…)

Activity Exposición del producto final

Final output

Debate sobre cada uno de los objetos fabricados

Feedback on the peers´ products

Surveys on different aspects of the Project

Materials

 

●      Computer and internet access

●      Projector lamp

●      Products made along the project

●      Surveys

Learning goals

●      Soft skills (21st century skills?)

●      Knowledge (theoretical skills)

●      Practical skills

●      Fulfill the goals sequentially as far as possible in the rest of the pedagogical  phases.

●      Apply these attitudes to other activities outside the project

●      Understand the need to develop these phases of the process in the global development of the project.

Extra Knowledge in electricity and electronics
Tips from an expert Introduce electronics into the products that allow us to give them alternative uses, higher visibility, more efficiency in its primary use, etc (arduino)