Project Overview / Outline

This project walks student through the process of designing a vehicle based on projections about the future. The project is designed to put careers in Science, Technology, Engineering,

Art, and Math into contemporary context for students, and to guide students through the process of answering large-scale, divergent-thinking problems.

Project Overview Presentation: https://goo.gl/Domp5Q

I. Intro the project class 1 a. Cold-show 1950’s and 1960’s videos about future predictions w/ a focus on vehicles (< 10 minutes)

i. https://youtu.be/0RRxqg4G-G4 ii. https://youtu.be/d84UMysNzxw

iii. https://youtu.be/F2iRDYnzwtk b. Ask students

i. Why do you think these predictions were made? ii. How do you think these predictions were made (what information was used for inference)?

iii. How accurate are these predictions? iv. What contemporary devices are similar to any of the predictions?

c. Re-direct attention back to vehicles specifically d. Overview the project for students (super brief)

II. Student contracts class 1

a. Review contracts with students b. Assemble students into groups of 2 c. Identify due dates, check-in dates, and group responsibilities d. Collect signed contracts

III. Contemporary Vehicle Design Process class 1

a. Ask -How is a vehicle made? b. Review that designing a vehicle involves the work of artists, scientists, and engineers c. BMW vehicle design video (2:25-8:00) https://youtu.be/RRr_GyD1fqY d. Review the “Creative Process”

i. Define the problem ii. Brainstorm solution

iii. Evaluate and choose 1 direction iv. Work v. Refine the Work

e. Ask -How do you think the BMW company is using the Creative Process?

IV. Review Future-World Predictions class 2 a. Read as a class or as a group b. Students CAN add “extra” stuff to their futures if desired c. Students CAN come up with their own future (but must check w/ teacher)

V. Review “Vehicle Data,” “Vehicle Preplanning” work and “Vehicle Sketch” class 2-3 a. Only need one copy per group b. Not interested in complete sentence writing; interested in complete thoughts c. This is the brainstorming sheet d. Demo how engineers sketch (this should be review) e. Extra sketch sheets are available as needed f. Takes 1-2 classes for students to complete

VI. Review the papier-mâché process of art-making class 2-3

a. Ask -What is papier-mâché? https://youtu.be/KaLmdRBvGG4 (sub flour for diluted school glue or liquid starch)

b. Review papier-mâché presentation c. Model the process of papier-mâché d. Ask -What other materials do you think can be combined with papier-mâché for this project? e. Ask groups to complete the “Materials Needed” work

VII. Students generate raw vehicle model w/ papier-mâché only classes 3-9

a. Timely process b. Will take 4-6 classes

VIII. Review use of extra materials (can overlap with papier-mâché days as groups progress classes 6-10

a. Dowels b. Paint c. Hot glue d. Textiles

IX. Introduce the “Vehicle Cost” work classes 10-11

a. Review with students b. Students complete in groups

X. Digital Vehicle Advertisement classes 11-14

a. Examine vehicle advertisements (contemporary and vintage) https://goo.gl/oxydyt b. Identify commonalities c. Define terms

i. Print ii. Copy

d. Review how to use phone to capture vehicle model images e. Review how to transfer images to computer f. Model how to app smash www.pixlr.com and www.canva.com to create a vehicle advertisement

i. Edit out the green screen 1. Go to www.pixlr.com 2. Click on “open image from computer” 3. Find photograph of model 4. Double-click on the padlock on the background layer 5. Click on the magic wand tool in the tool box 6. Click on the white /green background 7. Go to edit and choose cut 8. Use eraser tool to get rid of any remaining background 9. Go to save 10. Save file as PNG

ii. Make a finalized advertisement 1. Go to www.canva.com 2. Make a free account 3. Choose a template

4. Drag and drop elements 5. To add your vehicle

a. Go to uploads b. Choose upload c. Go to computer and find edited photo of model d. Choose ok e. Wait f. Drag and drop image into canva

iii. Downloading final advertisement 1. Go to click on download 2. Choose “download as high-quality pdf for printing” 3. Email file to teacher

g. Review the vehicle advertisement rubric h. Model how to turn in completed work

XI. Showcasing and Critiquing Final Work class 14

a. Review final project rubric (teacher must customize) b. Print out color copies of advertisements c. Display vehicle models, cost-sheet and advertisement in library or other appropriate space d. Play the “Vehicles of the Future” video https://youtu.be/Ljt_vZLT_F8 e. Ask –How close is your design to the designs in this video? Why do you think this? f. Provide students with critique criteria (Sandwich method) g. Students attend showcase space and critique one another’s work verbally

Student Contract

Your Name:______________________________________________________________________________

□ I understand this is a partner project.

□I understand that I will give myself a grade, my partner will give me a grade, and Ms. Z. will

give me a grade.

□I understand that there are multiple steps to this project.

□I understand that this project may require me to bring recycled materials from home, but that

I am, in no way, required to purchase any materials for it.

□I understand that I am able to, and even encouraged to use, my ChromeBook for research.

□I understand that the design of my car must relate to the future conditions of the planet and

the people that live on it (as in you can’t just make up any ole random design; it must have purpose).

□I understand that my vehicle is a model; it is not expected to be motorized or move (but that I

can try that if I want to).

□I understand that I am expected to be on-task and working.

□I understand that a lot of this project will require me to keep myself on-task. I will do this and I

will help my partner do this.

□I understand that I will have to complete the “Vehicle Exit Form” document which requires me

to explain my artistic and design choices.

□I understand my artwork will be displayed for the community to enjoy.

Signed, ____________________________________________________ date: _______________________________

What is the World Like in 2065?

You and a partner are going to design a vehicle for the future. But, before you start designing, you need to consider the world for which you are designing. Read through the following three “alternate realities” for 2065. Pick one reality. Use the “alternate reality” description, and what you can infer about the world based on that description, to help design the

vehicle of the future

Alternate Reality “A”

The year is 2065. The air, water, and soil have been severely damaged by pollution. Smog causes many breathing problems and diseases; people wear masks to help with breathing. The life expectancy is shorter than in 2015. It is very difficult to grow crops for eating due to poor soil and weather conditions. Crops are grown in large industrial buildings. Fresh food, like fruits and vegetables, is much more expensive. Most people eat processed foods that are made using chemicals. It is harder and more expensive to take care of livestock. As a result, most people do not eat meat because it is too costly. Jobs are few, and many people are homeless. Most of the jobs that are available involve working in factories recycling water or manufacturing food. Even with an education, people cannot find work. As a result, fewer people go to college. Many people drop out of high school early and try to find a job. The literacy rate has dropped to 65%. There is a thriving black market for “hard to get materials.” Many people who cannot find work make money selling forbidden or hard-to-get items on the black market.

Alternate Reality “B”

The year is 2065. There is a focus on taking care of the earth and the environment. Plastic is no longer made or used to store materials. Instead, people use plant-based materials to store items. The air is very clean, the drinking water is improved, and most people eat fresh vegetables and fruits. While livestock is still grown for food consumption, the farms are clean and the animals receive quality care. As a result, meat is more expensive and people do not each as much meat in 2065 as they did in 2015. Everyone recycles. Clothing, building materials, storage materials, etc. are all recycled. There is an emphasis on not wasting any resources. Because of the emphasis on caring for the environment, many people work on farms and/or parks wherein the preservation of the land is primary. There are a wide variety of jobs in which people work, however, and there is an emphasis on developing technologies that help sustain the earth and the inhabitants of earth. The life expectancy is much longer than in 2015, and many people live past 100. Since the life expectancy has improved, there are more people on the earth than ever before. There is a struggle to provide quality housing that is not damaging to the environment. Housing is very expensive, and families are encouraged to share housing with other families to both help offset the cost of housing and to create more housing opportunities.

Alternate Reality “C”

The year is 2065. World War III ended in 2045 with multiple nuclear attacks on five continents. Twenty percent of the world’s population was lost. As a result, there is massive radiation exposure to people, animals, plants, water, and the environment. Crops and livestock cannot be safely eaten due to mutations from radiation exposure. Food is processed using different chemical compounds in factories. The resulting “food” is bland and does not taste good, but it is the only available food source. After the war, people rioted in response to food shortages worldwide. This caused the collapse of many countries; some “countries” are still without leadership and are run by various crime syndicates. The countries that still have governments enforce strict curfews and laws in order to prevent hostile takeovers by enraged citizens. As a result, crime is at an all-time high, and it is a very dangerous world in which to live. Due to the radiation exposure and high-crime issues, the life expectancy is only 45 years. With the loss of population, there was a loss of education. Many of the skills and technologies available in 2015 are no longer available in 2065. Wifi no longer works, and most families do not own a computer. Very few people attend school and the literacy rate is 60%.

Data Sheet Facts About Vehicles in 2015 Predictions About Vehicles in 2065

average car weighs about 4,000 lbs Cars will be lighter

about 65% of the makeup of a car is steel Might be made of Dualumin

about 30% of the makeup of a car are interior parts Might be made of Fiberglass

about 5% is fabric for seats and floors Might be made of Carbon Fiber

2% of cars are electric Most cars will be electric

0% of street-legal cars self-drive 75% of cars will self-drive

Average cost of vehicle: $31,252 Average Cost of Vehicle: ???

Cost to make a car 2015: $9,378 = Cost of parts: $7,132 + Cost of labor: $2,246

Cost of vehicle: $31,252 = Base cost of vehicle: $9,378 + Dealership mark-up: $17,500 + Salesman Commission: $4,374

Duralumin – a hard, light alloy (a mix of metal and another element) of aluminum with copper and other elements. Easily corrodes (is destroyed or weakened) with water exposure.

Fiberglass- a type of fiber reinforced plastic where the reinforcement fiber is specifically glass fiber. The glass fiber may be randomly arranged, flattened into a sheet (called a chopped strand mat), or woven into a fabric. It cracks and breaks easily when struck violently (like in a car accident).

Carbon Fiber- a material consisting of thin, strong crystalline filaments of carbon, used as a strengthening material, especially in resins and ceramics. It is 10 times stronger than steel, and 4 times lighter than steel. It takes longer to make and is more expensive to use.

Material Cost in 2015

Duralumin (requires 1 extra coat of paint) $175 a pound

Fiberglass $3 a pound

Carbon Fiber $10 a pound

Steel $0.28 a pound

Plastic $2.80 a pound

1 coat of paint (avg car requires 5 coats) $566 a coat

Fiber $0.93 a pound Fuel / Power Source Cost per Gallon in 2015

Gasoline $3.52

Electric $0.04

Compressed Air $0

Biodiesel $2.90

Hydrogen $0.17

Gasoline – hard on the environment, explosive, resource will eventually run out Electric – on average, electric vehicles cost 20% more than gas-based vehicles Compressed Air – the max speed for vehicles that use compressed air is 25 miles per hour BioDiesel – Recycled vegetable oil, good for environment, hard to harvest (get from restaurants etc.) Hydrogen-environmentally friendly, highly flammable, susceptible to fire and explosion

Vehicle Sketch

Project Partner Names:_______________________________________________________________________________

Side-view Front-view Back-view

Advertisement Pre-Planning Name: ______________________________________ Once your car is finished, you will take a picture of it and edit it in a photo-editing program. You will take this image and turn it into a print advertisement for your car. Did you know the writing on printed ads is called, “copy?” Today, you are going to create some copy for your car ad. Answer the questions below to begin the process of making copy for your ad. If you need some inspiration, check out the car print ads in this drive

1. Who is your customer? Describe this person or groups of people. 2. What emotion do you want your car to convey? Why?

3. What do you want the body of your copy to say?(Remember, when you answer this question to pretend as if you are talking to your customer: Your language should be lively, interesting, and engaging!). Stumped for what this should look like? Click here.

4. What will your “call to action” say? This is the final part of your ad that encourages the reader to do something (for example, at the end of a jewelry ad, the line might read: “Drop by our store today to take advantage of this one-time, great savings!”)

5. What will your contact information say? Consider what your future is like. . .How do people communi-cate? They may use contact other than phones etc.

What Would Your Future Vehicle Cost If It Was Made Today?

Part I: Assumptions -Assume your vehicle weighs 2,000 pounds -Assume 65% of your vehicle is the exterior material -Assume 30% of your vehicle is the major interior parts -Assume 5% of your vehicle is the seat and floor covering

2,000 x .65 = _______________________(E)__(how many pounds of exterior material)

2,000 x .30 = _______________________(I)__(how many pounds of major interior parts)

2,000 x .05 = _______________________(S)__(how many pounds of seat and floor covering)

Part II: Equating the Individual Costs of your Vehicle 1. Vehicle exterior material_____________________________________________Cost per lb__________________ 2. Vehicle major interior parts material ___________________________________Cost per lb__________________

3. Vehicle seat and floor material ________________________________________Cost per lb_________________

Total Cost of Exterior Material of Vehicle = (E) x Cost of exterior material per pound

= x

Total Cost of Major Interior Parts of Vehicle = (I) x Cost of material pound

= x

Total Cost of Seat and Floor of Vehicle = (S) x Cost of material per pound

= x

Total Cost of Vehicle Paint = 566 x 5 (or 6 if you used Duralumin)

= x

Part III: Equating the Total Cost of Your Vehicle

Total Cost of Exterior Material + Total Cost of Interior Parts +

Total Cost of Seat & Floor + Total Cost of Paint = Total Cost

+ + + =

Part IV: Cost of Powering Your Vehicle

Cost of Power Source / 1 Gallon x # of Gallons Vehicle Holds = Cost to Power Vehicle

x =

Model Rubric Name(s):____________________________________________________

Vehicle Model Rubric

4-5 2-3 0-1

Vehicle Pre-Planning Sheet

Complete thoughts are relayed. Obvious relation between ideas and future

selected. Thoughtful responses. It is obvious

students considered information from the Data

Sheet

Mostly complete thoughts are relayed. There is some relation

between ideas and future selected. It is obvious students considered information from

the Data Sheet

Mostly incomplete thoughts are relayed. There is little to

no relation between ideas and future selected. It is not

obvious that students used the Data Sheet

Vehicle Sketch

Completed sketch. Sketch is colored. The shape of the

vehicle is obvious. There are some details included (i.e. it’s

not just a “blob”). Sketch clearly relates to information from the Pre-Planning Sheet

Completed sketch. Sketch is mostly colored. The shape of the vehicle is obvious. There are a few details included.

Sketch relates to information from the Pre-Planning Sheet

Incomplete sketch. The shape of the vehicle is not obvious. There are no details. Sketch

does not relate to information from the Planning Sheet.

Papier-mâché Armature

Sketch was used to design armature. If any deviations

were made from the sketch, there was consultation with the teacher, and sketch was

altered.

Sketch was mostly used to design armature. If any

deviations were made from the sketch, there was not any

consultation with teacher and/or sketch was not altered.

Sketch was not used to design armature.

Papier-mâché Building

Multiple layers of papier-mâché were used. Students

participated in clean-up. Students used materials appropriately. Students

applied strips in a neat and clean manner (with no major

wrinkles or buckling).

Some multiple layers of papier-mâché were used.

Students mostly participated in clean-up. Students mostly used materials appropriately. Students mostly applied strips

in a neat and clean manner (with no major wrinkles or

buckling).

Multiple layers of papier-mâché were not used.

Students did not participate in clean up. Students did not use

materials appropriately. Students did not apply strips in

a neat and clean matter.

Model Painting

Model is neatly painted. The sketch was considered when painting details. If changes were made, the sketch was

altered. Students participated in clean up. Students used materials appropriately.

Model is mostly neatly painted. The sketch was mostly considered when

painting details. If changes were made the sketch was not

altered. Students mostly participated in clean up.

Students mostly used materials appropriately

Model is isn’t neatly painted. The sketch was not considered

when painting details. Students did not participate in clean up. Students did not use

materials appropriately.

Advertisement Rubric Name(s):____________________________________________________

Graphic Design

4-5 2-3 0-1

Ad Pre-Planning Ad Pre-Planning is

completed. Complete thoughts are relayed.

Ad Pre-Planning is mostly complete. Not all of the

thoughts relayed are complete.

Ad Pre-Planning is incomplete. The thoughts relayed are incomplete.

Required Elements Call to Action, contact

information, picture of car, and name of car is included.

One of the required elements is missing.

Two or more of the required elements is

missing.

Aesthetic Value

Emotion is conveyed, font is read-able, design speaks to the future selected in Pre-

Planning, free of extra noise, obvious design

choices were made (not just a jumble collage).

Emotion may or may not be conveyed, the design may or may not speak to the future selected in Pre-Planning, there may be

extra noise present, and/or it may not be obvious that design choices were made.

Emotion may or may not be present. There is noise, the

design may or may not speak the future chosen in

Pre-Planning. It is not obvious that design choices

were made.