Design Process
We followed the design process to build our lamps.
1. ASK The problem or challenge of this project was to build a unique, working lamp. We started by identifying our audience or consumers. Some students were building lamps for themselves while others wanted to give their lamps as gifts to friends or family members. Our Engineering teacher, Mr. Menadier, explained the constraints for this project: the materials we could use (two-dimensional sheets of wood, corrugated plastic, and plexiglass), the maximum dimensions (for the laser cutter and CNC router), and the time we had to build (about three weeks). |
2. IMAGINE
To get inspired, we took a trip to Bulb, an upscale lighting store in center city Philadelphia. The lamps we saw were interesting and expensive. Students were surprised to see lamps priced at several hundred dollars. A good design is worth a lot!
To get inspired, we took a trip to Bulb, an upscale lighting store in center city Philadelphia. The lamps we saw were interesting and expensive. Students were surprised to see lamps priced at several hundred dollars. A good design is worth a lot!
Then, students searched the web for inspiration and ideas. Using Google Slides, they created slideshows with pictures of lamps that they liked. Here are two examples: Drina's Design Slideshow and Daniel's Design Slideshow. Then, students chose one design to focus on.
3. PLAN
Before heading down to the computer lab, students sketched their designs and estimated the dimensions.
Before heading down to the computer lab, students sketched their designs and estimated the dimensions.
4. CREATE
Students created their lamps by designing on computer programs like iPro and VCarve. Then, they printed their pieces in wood, corrugated plastic, and plexiglass and assembled the pieces in the shop. They used wood glue, staple guns, drills, and screws. Some students stained wood pieces and others painted them. They wired their lamps and attached switches, bulbs, and lampshades. |
5. IMPROVE
Students had lots of opportunities to improve their designs along the way. Students borrowed ideas from one another and incorporated feedback from teachers.
Students had lots of opportunities to improve their designs along the way. Students borrowed ideas from one another and incorporated feedback from teachers.
Assessment
Assessment of the lamps was based on three elements: design, craftsmanship, and safety. Check out the rubric here.