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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.

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Vof full project

  • 1. 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)
  • 2. 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
  • 3. 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
  • 4. 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: _______________________________
  • 5. 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%.
  • 6. 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
  • 7. Vehicle Sketch Project Partner Names:_______________________________________________________________________________ Side-view Front-view Back-view
  • 8. 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.
  • 9. 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 =
  • 10.
  • 11. 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.
  • 12. 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.