Classroom Resources

This Web site gives you access to a wealth of resources and materials to support using the Ford PAS program in your classroom, school, and community. Once you complete the free registration process, you have access to the following:

What You Can Do
 
  • Access online curriculum materials and other supplemental materials
  • Approve Student Accounts
  • Access Toolkits to support your implementation of the Ford PAS program
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HELPFUL RESOURCES

Tools for Latino Family Outreach: Supporting Student Success in Middle Grades and Beyond: This toolkit is designed to guide school leaders through the process of conceptualizing, planning, implementing, and assessing an outreach program aimed at Latino parents.
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Helpful Resources
  Ford PAS Resources

Using the Ford PAS Curriculum Materials: This document provides detailed information about the Ford PAS curriculum materials. View the PDF

Role of the Coordinator: This document lists responsibilities generally assumed by site coordinators and/or partner coordinators. View the PDF

  
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Module 11: Different by Design

For teachers only.
The apple icon indicates text for teachers only.
Different By Design (11) was revised in August 2008. If you’re using the © 2007 Teacher and Student Guides or the © 2008 PDF versions of the Teacher and Student Guides, you’re all set. If you’re using older versions of either guide, you have several options:

If you’re using the © 2004 Teacher and Student Guides:

If you’re using the © 2008 Teacher Guide and the © 2004 Student Guide:

If you’re using the © 2004 Teacher Guide and the © 2008 Student Guide:

  • The revised teacher and student pages are listed and available here, where you can download and print them for classroom use.
  • The revised student pages are also available here.
  • You can also find the revised student pages at point of use in the Module Resources below, highlighted in gray.
  • The revised student pages are available here.
  • You can also find the revised student pages at point of use in the Module Resources below, highlighted in gray.
  • The revised teacher pages are available here.

* Text highlighted in gray links to pages from the ©2008 Student Guide.

ACTIVITY 1: The Market Decides
Skill Resource: Finding the Critical Path
SESSION 1
WHO DEFINES SUCCESS?
For teachers only
Divide the class into Product Review teams. Have students visit product review and industry association Web sites, choose a product, and begin to research it.

Use the links provided and work as part of a Product Review team to research one commercial product, using several different product review sites. You need to choose a product for which you can find reviews from customers and at least one other stakeholder group. Begin by selecting one or two products with professional product reviews or industry association awards.

BusinessWeek
PopSci—Popular Science
Epinions
Amazon
ConsumerREVIEW
IDSA—Industrial Designers Society of America Design Awards
ConsumerSearch

The OXO Product Design Process

Go to their company Web site to view some of the designs developed by OXO.

EXTENSION 1.1
Follow the link to IDEO’s Web site. Create a poster showing the IDEO shopping cart design, as well as the key design considerations that IDEO staff tried to address, the features of IDEO’s new shopping cart, and how these features were meant to address the various design considerations.
EXTENSION 1.2
Read Harley-Davidson—A Unique Approach to Customer Relations. How does Harley-Davidson get information about its customers and their needs? Consider the potential benefits and drawbacks of this type of information-gathering. Then create a presentation for the chair and the board of directors of the company explaining why you do or don’t support the company’s methods of interacting with its customers.

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ACTIVITY 2: From Need to Concept
SESSION 8
Before You Teach
For teachers only
Preview Dive Watch Benchmarking Table (RM 2.1).
KNOWING THE COMPETITION For teachers only
Display the Dive Watch Benchmarking Table (RM 2.1) to review the major components of a benchmarking table. Discuss the various options that can be benchmarked, depending on the focus of a design team, as described in the Student Guide.
SESSION 12
REDESIGN CONCEPTS
DID YOU KNOW?

So, you have a great idea for a redesigned eraser? Do you think your idea is an original one? According to the Thomas Register of American Manufacturers, there are 19 companies in the United States alone that manufacture erasers. Most likely each offers multiple products . . . so you’ll definitely need to do some benchmarking before you know whether your idea is better than the erasers already offered by competitors. Go to the Thomas Net Web site and search the database to find out more.

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ACTIVITY 3: Which Product Concept?
BestFond Case Study Student Guide pages 47–49
SESSION 14
SCORING HEADPHONES

Did you determine the most popular concept? Use the links below to Internet sources of product ratings and check your results. Then compare your results with those of others in your class—were your results similar or different?

Epinions
Amazon

EXTENSION 3.2
Read about the Segway scooter at Wired.com. What weaknesses, if any, were there in Dean Kamen’s business plan for the Segway? If the Segway were your invention, what actions would you have taken to identify customer needs that it might meet?

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ACTIVITY 4: Standing Out in the Crowd
SESSION 19
Before You Teach
SEEKING GOOD DESIGN
For teachers only
Gather a variety of portable music players (tape or CD players, digital music players, and/or portable radios), or have students bring them in.
DID YOU KNOW?
(Optional) To find out more about the chair go to SFMOMA—San Francisco Museum of Modern Art Web site.

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ACTIVITY 5: Putting It on Paper
Technical Drawings: Methods to Display Shape and Size Student Guide pages 72–76

Skill Resource: Technical Illustration Guidelines
SESSION 23
Before You Teach
Drawing a Not So Ordinary Sponge [Whole Class]
For teachers only
Modify a large sponge for modeling technical drawing as described in Teacher Information: A Not So Ordinary Sponge on page T 65.
Patents
(Optional) Additional queries can be answered at the U.S. Patent and Trademark Web site— Frequent Questions and Their Answers.
SESSION 25
Before You Teach
For teachers only

SEARCH THE DATABASE

The USPTO Web site contains a database of all the patents issued in the United States, dating back to 1790! There are a variety of ways to search the database, and it can be confusing at first—a little practice is needed.

Go to the USPTO Web site and perform a “quick search,” which allows you to choose the type of information you want to search for.

For example:
• Patent title
• Abstract—a brief written description of the invention
• Patent issue date
• Patent number
• Inventor name
• Inventor state

Follow the rest of the instructions on page 83.

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ACTIVITY 6: Putting It All Together
SESSION 29
Before You Teach
REDESIGN PROPOSAL PRESENTATIONS
For teachers only
  • Review the Redesign Proposal Guidelines on pages 9–11 in the Student Guide.
    Confirm invitations to industry representatives and members of the community, who will act as the audience during the presentations.
  • Check with teams about any technology they will need for their presentations. (If a team needs a computer with a specific application, make sure that it will be available before students begin their presentation planning.)
No student module resources for this activity.

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SKILL RESOURCES

Finding the Critical Path (Activity 1)
Technical Illustration Guidelines (Activity 5)
Pro/DESKTOP Tutorials (Throughout) For teachers only.

Search the Library

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8/13/2008