Turn it Upside Down: Introduction to Computer-Aided Design
By Cooper-Hewitt National Design Museum, September 13, 2006
- High School
- Language Arts
Common Core Standards
Anchors for Reading:
Key Ideas and Details:
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Integration of Knowledge and Ideas:
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity:
Read and comprehend complex literary and informational texts independently and proficiently.
Anchor Standards for Writing:
Text Types and Purposes:
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
Production and Distribution of Writing:
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Research to Build and Present Knowledge:
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing:
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Anchor standards for Speaking and Listening:
Comprehension and Collaboration:
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas:
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Anchor standards for Language:
Conventions of Standard English:
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- conduct Internet research
- learn about the history of computer-aided design
- evaluate and analyze information from multiple information sources
- work in collaborative groups to collect information
- create a presentation
- make connections between technology, mathematics and innovation
- Internet websites
- computer with Internet access
Building Background What is Computer-Aided Design?The purpose of this activity is to provide students with background information on computer-aided design. 1. Divide the class into groups, and ask each group to collect ten facts about computer-aided design. Provide the students with the following resources to use in collecting their facts: http://www.memagazine.org/backissues/may03/features/catching/catching.html . After you have finished, discuss the students' reactions to what they have read. 3. Ask the students to share what they learned about computer-aided design with their classmates.
Steps for Learning Experimenting With Computer-Aided DesignThe purpose of this activity is to provide students with an opportunity to experiment with computer-aided design projects. 1. Divide the class into small groups and tell them they are going to conduct Internet research on the ways computer-aided design is used in real world situations. Tell the students that they must create a presentation sharing what they have learned with their classmates.
Group One: Roller Coaster Design
- Annenberg CPB Learner.org
- Funderstanding Roller Coaster
Group Two: Digital Design
- LEGO Digital Designer
Group Three: Architecture
- Frank Lloyd Wright Architect Studio 3D
- What did you learn about the nature of mathematics?
- What role have computers played in the world of mathematics?
- How does mathematics stimulate innovations in science and technology?
- How did the tools you worked with incorporate creativity, imagination, and a good knowledge base?
ReflectionCreate a class rubric with your students that will help them understand the effectiveness of their presentations. You may wish to use the following as an example. -Rate how effectively you explained the use of computer-aided design in your presentation. Excellent Good Adequate Poor -Rate how well you explained the tool you used. Excellent Good Adequate Poor -Rate the overall clarity of your presentation. Excellent Good Adequate Poor -Rate how clearly you communicated your ideas. Excellent Good Adequate Poor -Rate your creativity. Excellent Good Adequate Poor