Engineers Notebooks and Design Sketching Workshop Objectives Identify

Engineer’s Notebooks and Design Sketching

Workshop Objectives • Identify purpose and application of an • • engineer’s design notebook Understanding how children think graphically Review sketching SLED research Practice basic sketching – Take apart activity Notebooks as assessment tools Page 2 3/11/2021

Edison’s Notebook • No other single person in American history has more patents than Thomas Edison, • a total of 1, 093. Page 3 3/11/2021

No wonder he looks tired…. • Historians in 1978 started gathering all of Edison’s inventor notes • Edison left over four million pages of inventor notes! These notebooks are filled with Edison’s observations and insights. . Page 4 3/11/2021

Notebook Entries Include: • Individual sketch and team sketch • All design thoughts • Alternative design solutions • Discussions you have with classmates, your teacher, and other design team members • Problems you encounter • Changes made to the design solutions • Labs, experiments, test results Page 5 3/11/2021

An Engineer’s Notebook Page • Notebook entries are often a combination of text and sketches • Pages consecutively numbered • Signatures of the author and a witness occur on each page • Contain an index Page 6 3/11/2021

Why are there so many rules? • There are many guidelines for keeping an engineer’s notebook • Rules have been established to ensure the notebook is accurate and legal • The patent process requires legal documentation of the engineer or inventor’s idea. • Engineers often have multiple notebooks on file for just one patented idea. Page 7 3/11/2021

Who Invented The Radio? • Guglielmo Marconi (Or) Page 8 • Nikola Tesla 3/11/2021

Notebooks in the Classroom Four important criteria necessary for student reflection: a) Reflection is a meaning-making process that moves a learner from one experience into the next with deeper understanding of its relationships with and connections to other experiences and ideas. b) Reflection is a systematic, rigorous, disciplined way of thinking with its roots in scientific inquiry. c) Reflection needs to happen in community, in interaction with others. d) Reflection requires attitudes that value the personal and intellectual growth of oneself and of others. (Rogers, 2002, P. 845). Page 9 John Deweyproponent of reflective thinking 3/11/2021

Current Observations with SLED Students Areas for improving student notebooks Students often: • Student sketch too small • Entries lack details such as important notes and labels • Struggle to take an idea for mind to a sketch that communicates to the team Page 10 3/11/2021

Design Sketching Research k-5 • “What has become clear is that children will not use drawing for planning if they do not understand why they should do so. ” (Hope, 2005, P. 43). • Teaching students the role of design sketching is critical to their success with using sketching properly. • Students need to see how design ideas are developed and enhanced as well as how poor ideas are properly abandoned. • Observations of young students designing reveal that they struggle to go from imagination to reality. What they picture in their mind is not always possible to construct.

The Role of Design Sketching • Metaphor – design sketches are a container for ideas and a journey on which to develop them (Hope, 2005). DRAWING AS CONTAINER DRAWING AS JOURNEY DRAWING AS A DESIGNING TOOL

Classification and Analysis of Children’ Drawings (Hope, 2005, p. 51).

SLED Sketching examples Data Collect Fall 2014 Page

Addressing the Issues Possible strategies: • Teach the role of sketching in design • Provide real examples of design sketches • Keep students in the schema stage by using symbols • Use multiple views • Design sketching is does not have to be artistic Page 16 3/11/2021

Sketching Instruction • The researcher shared a presentation with students on the role of sketching in design. • The presentation featured: – sketches from Ruble Goldberg and Thomas Edison. – schematic symbols – The importance of multi-views

Teacher Power. Point Sketching Lesson Page

Notebook Sketch Practice • Consider a flashlight • How would you communicate to someone how a flash light works if they never had seen one before? • How would you sketch it? • How would you label parts? Page 19 3/11/2021

Your Task • Create a notebook entry sketch that communicates how a flashlight works. • Consider how your students would create the sketch. • Could you create symbols with a symbols key? • How would this sketch change if students were thinking operational Page 20 3/11/2021

Example of a sketch Light is on Page 21 3/11/2021

Questions - Comments Page 22 3/11/2021