Design Assistive Tech for School Navigation
Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we design and build a device that utilizes scientific principles to overcome mobility challenges within our school, ensuring it meets the needs of students with mobility impairments and enhances their school experience?Essential Questions
Supporting questions that break down major concepts.- How can assistive technology improve the lives of people with mobility impairments?
- What are the major obstacles to navigate the school environment for students with mobility impairments?
- How do we design and create a device that addresses a specific mobility challenge in our school?
- What scientific principles can we apply to build our assistive device?
- How can we test and refine our designs to ensure effectiveness and user satisfaction?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Students will be able to identify mobility challenges faced by individuals within their school environment.
- Students will be able to design and prototype an assistive technology device to address a specific mobility challenge.
- Students will be able to apply scientific principles (e.g., mechanics, electricity) to the design and functionality of their assistive device.
- Students will be able to test and refine their designs based on user feedback and performance data.
- Students will be able to communicate their design ideas, testing process, and results effectively to an audience.
NGSS
Entry Events
Events that will be used to introduce the project to studentsMystery Mobility Challenge
Mystery Mobility Challenge: Students arrive to find a series of obstacles set up in the classroom, mimicking challenges faced by individuals with mobility impairments. They must navigate the course using provided (but limited) tools and materials, sparking empathy and identifying potential design needs for assistive tech solutions.Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Mobility Challenge Mapping
Students will conduct a 'Mobility Audit' of the school environment to identify specific challenges faced by students with mobility impairments. This involves observing, interviewing, and documenting obstacles such as stairs, heavy doors, crowded hallways, and inaccessible areas.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA detailed report outlining the major mobility challenges within the school, including photos, descriptions, and potential impact on users.Alignment
How this activity aligns with the learning objectives & standardsAddresses MS-ETS1-4 by initiating the iterative design process through problem identification and initial design concepts.Assistive Tech Brainstorm & Blueprint
Based on the 'Mobility Challenge Mapping' report, students will brainstorm potential assistive technology solutions. They will then evaluate these ideas based on feasibility, cost, and potential impact, selecting one concept to develop further.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA detailed design proposal for the chosen assistive technology device, including sketches, a description of its functionality, and a justification for its selection.Alignment
How this activity aligns with the learning objectives & standardsCovers MS-ETS1-4 by focusing on generating initial design ideas and selecting the most promising concept for further development.Prototype Construction & Performance Testing
Students will build a low-fidelity prototype of their assistive technology device using readily available materials (e.g., cardboard, craft sticks, simple circuits). They will then test the prototype in a controlled environment, collecting data on its performance and identifying areas for improvement.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA functional low-fidelity prototype of the assistive technology device, along with a test report detailing its performance, limitations, and potential improvements.Alignment
How this activity aligns with the learning objectives & standardsAddresses MS-ETS1-4 by creating a testable prototype and collecting data on its performance.Iterative Design & Refinement
Based on the test report, students will modify their prototype to address identified weaknesses and improve its performance. This involves iterative design changes and retesting to optimize the device's functionality and usability.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityAn improved prototype of the assistive technology device, along with a revised test report demonstrating the impact of the design modifications.Alignment
How this activity aligns with the learning objectives & standardsCovers MS-ETS1-4 by systematically modifying and retesting the prototype based on data collected during initial testing.Design Showcase & Impact Presentation
Students will create a presentation showcasing their final assistive technology device, its design process, and its potential impact on users. This includes demonstrating the device's functionality, explaining the scientific principles behind its design, and discussing the iterative testing and refinement process.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA comprehensive presentation (e.g., slide show, video) showcasing the final assistive technology device, its design process, and its potential impact.Alignment
How this activity aligns with the learning objectives & standardsAddresses MS-ETS1-4 by emphasizing communication of the final design and its effectiveness.Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioAssistive Tech Portfolio Rubric
Mobility Audit
Assesses the student's ability to identify, document, and analyze mobility challenges within the school environment.Problem Identification
Clarity and depth of identified mobility challenges within the school environment.
Exemplary
4 PointsDemonstrates insightful understanding of significant mobility challenges, providing detailed descriptions and impactful evidence.
Proficient
3 PointsDemonstrates thorough understanding of mobility challenges, providing clear descriptions and relevant evidence.
Developing
2 PointsShows emerging understanding of mobility challenges, providing basic descriptions and limited evidence.
Beginning
1 PointsShows initial understanding of mobility challenges, providing minimal descriptions and insufficient evidence.
Documentation Quality
Thoroughness and quality of the documentation (photos, descriptions) of identified obstacles.
Exemplary
4 PointsProvides exceptional documentation with high-quality photos, detailed descriptions, and clear articulation of the obstacles' impact.
Proficient
3 PointsProvides thorough documentation with clear photos, detailed descriptions, and relevant articulation of the obstacles' impact.
Developing
2 PointsProvides basic documentation with adequate photos, general descriptions, and some articulation of the obstacles' impact.
Beginning
1 PointsProvides minimal documentation with poor photos, vague descriptions, and little articulation of the obstacles' impact.
Recommendations
Comprehensiveness and potential impact of the recommendations.
Exemplary
4 PointsOffers innovative and highly impactful recommendations for addressing the identified mobility challenges, demonstrating sophisticated problem-solving skills.
Proficient
3 PointsOffers practical and well-considered recommendations for addressing the identified mobility challenges, demonstrating effective problem-solving skills.
Developing
2 PointsOffers basic recommendations for addressing some of the identified mobility challenges, demonstrating emerging problem-solving skills.
Beginning
1 PointsOffers minimal or impractical recommendations for addressing the identified mobility challenges, demonstrating limited problem-solving skills.
Assistive Tech Blueprint
Evaluates the student's ability to brainstorm, evaluate, and propose an assistive technology solution.Solution Brainstorming
Variety and creativity of brainstormed assistive technology solutions.
Exemplary
4 PointsGenerates a wide range of highly creative and innovative assistive technology solutions, demonstrating exceptional imagination and inventiveness.
Proficient
3 PointsGenerates a variety of creative and practical assistive technology solutions, demonstrating strong imagination and inventiveness.
Developing
2 PointsGenerates some assistive technology solutions, demonstrating basic imagination and inventiveness.
Beginning
1 PointsGenerates few or uninspired assistive technology solutions, demonstrating limited imagination and inventiveness.
Solution Selection
Feasibility, cost-effectiveness, and potential impact of the chosen solution.
Exemplary
4 PointsSelects a highly feasible, cost-effective, and impactful assistive technology solution, providing a compelling justification for its selection.
Proficient
3 PointsSelects a feasible, cost-effective, and impactful assistive technology solution, providing a clear justification for its selection.
Developing
2 PointsSelects a somewhat feasible, cost-effective, and impactful assistive technology solution, providing some justification for its selection.
Beginning
1 PointsSelects a solution with questionable feasibility, cost-effectiveness, and impact, providing weak justification for its selection.
Design Proposal
Clarity and detail of the design proposal (sketches, functionality, justification).
Exemplary
4 PointsPresents a meticulously detailed and exceptionally clear design proposal with high-quality sketches, comprehensive functionality description, and compelling justification.
Proficient
3 PointsPresents a detailed and clear design proposal with clear sketches, thorough functionality description, and strong justification.
Developing
2 PointsPresents a basic design proposal with adequate sketches, general functionality description, and some justification.
Beginning
1 PointsPresents a poorly developed design proposal with weak sketches, vague functionality description, and little justification.
Prototype Testing
Assesses the student's ability to construct a prototype, test its performance, and provide recommendations for improvement.Prototype Quality
Functionality and craftsmanship of the low-fidelity prototype.
Exemplary
4 PointsConstructs a highly functional and exceptionally well-crafted low-fidelity prototype that effectively simulates the intended functionality.
Proficient
3 PointsConstructs a functional and well-crafted low-fidelity prototype that simulates the intended functionality.
Developing
2 PointsConstructs a partially functional low-fidelity prototype that attempts to simulate the intended functionality.
Beginning
1 PointsConstructs a poorly functional and poorly crafted low-fidelity prototype that inadequately simulates the intended functionality.
Performance Data
Thoroughness and accuracy of the performance testing data.
Exemplary
4 PointsCollects comprehensive and exceptionally accurate performance testing data, providing insightful observations and clear evidence of the prototype's strengths and weaknesses.
Proficient
3 PointsCollects thorough and accurate performance testing data, providing clear observations and evidence of the prototype's strengths and weaknesses.
Developing
2 PointsCollects basic performance testing data with some accuracy, providing general observations and limited evidence of the prototype's strengths and weaknesses.
Beginning
1 PointsCollects minimal and inaccurate performance testing data, providing vague observations and insufficient evidence of the prototype's strengths and weaknesses.
Design Recommendations
Clarity and feasibility of the recommendations for design modifications.
Exemplary
4 PointsOffers insightful and highly feasible recommendations for design modifications, demonstrating sophisticated understanding of design principles and user needs.
Proficient
3 PointsOffers clear and feasible recommendations for design modifications, demonstrating strong understanding of design principles and user needs.
Developing
2 PointsOffers basic recommendations for design modifications, demonstrating emerging understanding of design principles and user needs.
Beginning
1 PointsOffers vague or impractical recommendations for design modifications, demonstrating limited understanding of design principles and user needs.
Design Refinement
Evaluates the student's ability to iteratively refine their design based on testing data.Modification Impact
Impact and effectiveness of the design modifications.
Exemplary
4 PointsImplements highly impactful and effective design modifications that significantly improve the prototype's performance and usability, demonstrating exceptional problem-solving skills.
Proficient
3 PointsImplements impactful and effective design modifications that improve the prototype's performance and usability, demonstrating strong problem-solving skills.
Developing
2 PointsImplements some design modifications that show limited improvement in the prototype's performance and usability, demonstrating basic problem-solving skills.
Beginning
1 PointsImplements ineffective or poorly considered design modifications that fail to improve the prototype's performance and usability, demonstrating limited problem-solving skills.
Retesting Quality
Accuracy and thoroughness of the retesting process and data collection.
Exemplary
4 PointsConducts a meticulous and exceptionally accurate retesting process, collecting comprehensive data that provides clear evidence of the modifications' impact on performance.
Proficient
3 PointsConducts a thorough and accurate retesting process, collecting clear data that provides evidence of the modifications' impact on performance.
Developing
2 PointsConducts a basic retesting process with some accuracy, collecting limited data that provides some evidence of the modifications' impact on performance.
Beginning
1 PointsConducts a poorly executed and inaccurate retesting process, collecting minimal data that provides little evidence of the modifications' impact on performance.
Report Quality
Clarity and depth of the revised test report and conclusions.
Exemplary
4 PointsPresents a meticulously detailed and exceptionally clear revised test report with insightful conclusions that demonstrate a sophisticated understanding of the iterative design process.
Proficient
3 PointsPresents a detailed and clear revised test report with strong conclusions that demonstrate a thorough understanding of the iterative design process.
Developing
2 PointsPresents a basic revised test report with general conclusions that demonstrate an emerging understanding of the iterative design process.
Beginning
1 PointsPresents a poorly developed revised test report with weak conclusions that demonstrate a limited understanding of the iterative design process.
Design Showcase
Assesses the student's ability to effectively communicate their design and its impact to an audience.Content Clarity
Clarity and organization of the presentation content.
Exemplary
4 PointsPresents exceptionally clear and well-organized content that captivates the audience and effectively communicates the device's design, functionality, testing process, and impact.
Proficient
3 PointsPresents clear and well-organized content that effectively communicates the device's design, functionality, testing process, and impact.
Developing
2 PointsPresents somewhat clear and organized content that generally communicates the device's design, functionality, testing process, and impact.
Beginning
1 PointsPresents poorly organized and unclear content that fails to effectively communicate the device's design, functionality, testing process, and impact.
Visual Aids
Quality and effectiveness of the visual aids (slides, videos).
Exemplary
4 PointsUtilizes exceptionally high-quality and effective visual aids that enhance the presentation and significantly improve audience understanding and engagement.
Proficient
3 PointsUtilizes high-quality and effective visual aids that enhance the presentation and improve audience understanding and engagement.
Developing
2 PointsUtilizes adequate visual aids that provide some support to the presentation and partially improve audience understanding and engagement.
Beginning
1 PointsUtilizes poor quality or ineffective visual aids that detract from the presentation and fail to improve audience understanding and engagement.
Audience Engagement
Engagement and accuracy in answering questions and soliciting feedback.
Exemplary
4 PointsEngages the audience with enthusiasm and provides exceptionally accurate and insightful answers to questions, demonstrating a deep understanding of the project and a genuine interest in feedback.
Proficient
3 PointsEngages the audience and provides accurate and thoughtful answers to questions, demonstrating a strong understanding of the project and a receptiveness to feedback.
Developing
2 PointsPartially engages the audience and provides basic answers to questions, demonstrating some understanding of the project and a limited receptiveness to feedback.
Beginning
1 PointsFails to engage the audience and provides inaccurate or incomplete answers to questions, demonstrating a limited understanding of the project and a resistance to feedback.