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    Concept Thesis (Part 2 of 2)

    Concept

    Thesis

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    Prompt

    First, students will work in their project groups to generate initial ideas about their concept in the form of sketches. Then, they will write their concept thesis. This is an important step in starting a collaborative partner project. We will use this time to combine ideas and arrive at the conceptual directions of our project.

    Instructions

    Part 1: In your group, begin discussing your possible concepts. Each group member should participate to get their ideas heard. Settle on an overall concept that encompasses the project criteria.

    Part 2: Next, students should begin to develop initial sketches. Each group member should do their own sketch to communicate how they picture the concept. These initial sketches should be used to record initial ideas, gain consensus within your group, and demonstrate specific aspects of an idea. Try many designs for your one idea.

    Part 3: Once each sketch is complete, share your sketches with your instructor.

    Part 4: Start by looking at your sketches with your partner/ in your group. Together, decide on the main idea and form of your project. Have a draft of a project name and a draft of a project concept thesis sentence by the end of class.

    Deliverables

    Upload your sketches, title, and concept statement to the Responses tab above. 

    Modes of Transportations

    Dina Chehab

    VEHICLES OF THE FUTURE

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    Brainstorming

    BRAINSTORMING

    GUIDE

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    Brainstorming Project Ideas

    Brainstorming

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    Prompt

    The goal of brainstorming is to create a generative list of ideas for potential projects you can continue exploring. Our mission in this studio is to construct sci-fi and futuristic vehicles while learning about renewable energy systems. You will imagine the systems and infrastructure that will change the way vehicles move, how they are designed, who they will transport, and then design new modes of transportation based on your wildest imagination. 

    Instructions

    Review the Brainstorming deck below to get started with the brainstorming process, and think back to all of your discussions, precedent analysis, and field research thus far.  Teachers will also quickly share some examples of transportations (found in resources tab) 

    Things to consider:

    • What worlds did you reimagine in the World Building exercise?
    • What problems would exist in this world, and how could you solve them?
    • What energy solutions would exist?
    • What modes of transit could be harnessed to aid these problems?

    Part 1:  Individual Brainstorm

    Individually, come up with 10 (or more!) ideas for futuristic methods of transit. Explore mass transportation opportunities. Consider transportation for individuals (or animals!). Think outside of the box. This is the time to engage in wild ideas! ( 5 min!) 

    The initial list from Part 1 is going to seed the rest of your brainstorming process and facilitate the idea-generation process. 

    Part 2: Whiteboard Brainstorm!

    Now it's your time to shine. Share your ideas on the board,  your teacher will facilitate a group discussion around ideas using the whiteboard. They will help to categorize ideas in clusters based on similarity. 

    Note: At this stage of the design process, brainstorming project ideas are shared amongst everyone - no matter who had the idea initially. (15 min!) 

    Part 2: Group Formation 

    Form groups of 2-3. Your task is to narrow your list down to 2 project ideas. Sketch 2-3 of your favorite ideas. Select one idea to explore for the rest of the studio.(5 min!) 

    Deliverable

    At the end of the Collective Brainstorming exercise, you will inform your teacher of your favorite idea you would be most excited to pursue for the remainder of the studio. 

    Teacher's Guide

    Before the Activity

    • Set up a whiteboard or large collaborative surface where ideas can be visually grouped and categorized
    • Ensure students have access to sticky notes and markers
    • Emphasize that brainstorming is a judgment-free zone. All ideas—no matter how wild or impractical—are valid and welcome at this stage.
    • Explain that the goal is quantity over quality at first. This is about generating as many ideas as possible to find creative gems.
    • Provide examples of futuristic vehicles or energy systems to inspire students before they start brainstorming.

      • Make sure students understand the flow of the activity:
        • Individual brainstorming: Rapid idea generation.
        • Group brainstorming: Collaborative clustering and refinement.
        • Narrowing down ideas: Selecting feasible options for further exploration.

    During the Activity

    • Use a timer to create urgency for generating 10+ ideas. Encourage students to focus on creativity, not perfection.
      • Suggest prompts for those who feel stuck, such as:
        • What would transportation look like in a world without gravity?
        • What new renewable energy systems could power vehicles?

    • Part 2: Whiteboard Brainstorm

      • Guide the group discussion as a facilitator, not a director. Let students share their ideas freely, but:
        • Help categorize and cluster similar concepts on the whiteboard.
        • Identify patterns and gaps to stimulate further discussion.
      • Pose open-ended questions to expand on ideas:
        • “What makes this idea futuristic?”
        • “How could this solve a specific problem in the world you imagined?”
        • “Could this work on a larger or smaller scale?”

    • Part 3: Group Formation

      • Encourage diverse groups with complementary skills and perspectives.
      • Offer support to teams struggling to narrow down their ideas. Help them weigh options by asking:
        • “Which idea excites you most?”
        • “Which idea feels most feasible or impactful?”
      • Suggest that each group sketch rough ideas rather than aiming for polished drawings. The focus is on clarity and vision.

    After the Activity

    • Have each group share their selected idea and briefly explain why they chose it. This can spark excitement and provide accountability.
    • Ensure students understand that this chosen concept will be the foundation for the rest of their studio work.
    • Take photos of the whiteboard or digital workspace to document the brainstorming session.
    • Collect individual and group sketches for reference as students move into the next phases of the studio.

    In Transit

    Jiyoo Jye

    Precedents:

    Transit Systems

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    Prompt 

    What does it means for something to be "in transit"? Can it be more than simply getting from point A to point B in our day-to-day life?

    As a studio, we will take a look at some of the most interesting existing transit systems around the world. Then, individually, you will select a transit system to provide an in-depth analysis of your findings to the rest of the class. You may choose an example from the presentation above or find a different system that interests you (suggested websites for research can be found at the bottom of this post)

    Instructions

    In teams, you will create a slideshow that contains the following information about your transit system:

    • Where is it located? Is this method used elsewhere in the world?
    • How does the transit system relate to the area and its unique setting/environment? (write 2-3 sentences)
    • What is awesome vs. awful about this transit system? 


    Deliverables

    Make a post in the Responses tab (above) with the following requirements:

    1. Images of the transit system you've researched (include captions describing the images)
    2. Answers to the 4 questions above in the text field
    3. One sketch from each person in your group proposing ways this system could be improved

    Each pair will present their findings to the class. Please plan to have each group member participate in the presentation. 

    Websites for Research:

    MIT's Transit Lab  
    The Federal Transit Authority
    Dezeen (search "Transport")
    FastCompany (search Transport)
    The Kids Should See This (search Transportation)
    Treehugger Article on 8 surprising Transit Systems



    Intro to Simple Machines

    INTRO TO SIMPLE MACHINES

    A simple machine is a mechanical device that changes the direction or magnitude of a force.

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    A simple machine is a mechanical device that changes the direction or magnitude of a force.

    *Animated GIFs courtesy of https://dribbble.com/mrlanning

    Transitopia

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    What will transportation look like one hundred years in the future? Will vehicles take on a different shape, scale, or method of moving? What are the systems and infrastructure that would support radically new modes of moving people and goods around in the world?  What if future transportation systems could also be delightful, fun, or helpful to society in new and surprising ways? These are the questions you will explore in Transitopia.

    In this studio, you will be constructing sci-fi and futuristic vehicles while learning about renewable energy systems such as solar, hydro, and wind power. You will imagine the systems and infrastructure that will change the way vehicles move, how they are designed, and who they will transport.

    The result of this studio will be radically re-envisioned future transport systems with a careful focus on user experience, interactivity, infrastructure, and environmental impact. Through dynamic physical models, as well as future world vision boards and use and technical drawings, you will present your innovative ideas for the future of transportation!

    Studio Brief

    Aaron Laniosz

    TRANSITOPIA

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    Skill Lab: Mechanisms

    Mechanisms

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    CamAndLinkage_PrintTemplate.pdf
    Spur Gears.pdf

    Prompt

    Today, we'll dive into the world of mechanical engineering by exploring various mechanisms made entirely from cardboard. From cams and linkages to pulleys and gears, we'll learn how these mechanisms work and how they can be applied in real-world applications.

    Duration: ~2 hrs

    Materials: Cardboard (various thicknesses), Scissors, Craft knives, Rulers, Glue, or tape Markers or pens

    Instructions

    1. Begin by familiarizing yourself with the different mechanisms we'll be exploring: scissor lift, gears, lever, fan/expanding, waving/bending, curving, grabbing, and tentacle motion. There are two extra challenging mechanisms that you can try too: cam & linkage and the pulley system.
    2. Take some time to research and understand how each mechanism functions. 
    3. Choose one mechanism that you find most intriguing or relevant to your interests to start with. Using the provided cardboard and craft tools, start prototyping each chosen mechanism. You may want to sketch out your designs first to visualize how each mechanism will work. 
    4. Experiment with different shapes, sizes, and configurations to optimize the performance of your cardboard mechanisms. 
    5. Test your prototypes to see how well they function. Make adjustments as needed to improve their efficiency and effectiveness.

    Bonus Point

    1. Make another mechanism, think about the difference, and try to combine your two mechanisms (e.g. one mechanism leads to the motion of the other one, one action to actuate both the mechanisms, etc.) 
    2. In your group, consider incorporating your mechanism(s) into a drone: the connection, the scale, etc.

    Deliverables

    Take photos of your prototypes and post them on the Response Tab.