Tool Design: Scissors

Activity Summary

Students will be introduced to the ideas of empathy and universal design using a pair of scissors as a case study.

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Learning Objectives

• Students will be able to apply universal principles and elements of design and empathize with users who may struggle to use the product.
• Students will be able to identify why a product or system is not working properly.
  
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NGSS Standards

• ‍3-5-ETS1-1
  Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

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PA STEELS

• 3.5.3-5.T
  Apply universal principles and elements of design.
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• 3.5.3-5.D
  Predict how certain aspects of their daily lives would be different without given technologies.
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• 3.5.3-5.N
  Identify why a product or system is not working properly.

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Overview
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Word Of The Day

Empathy
Being able to understand and share another person’s feelings.

• Ask students to share an example of empathy.

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Previewing Activity

Show students scissors

• How are scissors used?(step-by-step)
  - Stand in front of the classroom with a pair of scissors do exactly as the students say (e.g. students say “open and close the scissors,” do that without paper and ask why it’s not cutting the paper)

• What does a user need to have in order to use scissors?
  - Fingers? Eyes? Two hands?
  - Emphasize right and lefthanded scissors.
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• Who might struggle to use scissors?
  - Left-handed people, folks without fingers, people who lack dexterity.

• How might this affect their life?

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Materials & Prep

• Cardboard
• Brass brads
• Safe cutting tools

Distribute a 2’x1’ sheet of cardboard and cutting tools to each group. Give each group a few brass brads as well.
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Optional

• Strawbees Classroom Kit

Using Strawbees, students will design a cutting tool that is designed for a different group of people than typical scissors. They will present their device to the class/another team with emphasis on the way their redesign addresses issues of empathy.

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Procedure

Step 1‍

Using cardboard and brass brads, students will prototype their own cutting device that is usable by one of the groups they identified earlier in the activity as someone who might struggle to use scissors.

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Step 2‍

They will present their cutting device to the class/another team with specific emphasis on the way that their redesign addresses issues surrounding empathy.  See presentation for guidance.

• If students are particularly uncomfortable with cardboard prototyping, take them through the guided construction of a pair of scissors.
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• If students need guidance, assign them a group that they have to design scissors for (Feel free to modify this list if any of your students are uncomfortable with these identities):
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  A person with one arm
  Students should make a way to hold the paper and the scissors
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  An ambidextrous person
  Students should make this pair of scissors comfortable for use by left and right handed people
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  A clumsy person
  Students should make this pair of scissors less likely to cause injury
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  A person without thumbs
  Students should design scissors that do not require a pinching motion (show them a paper guillotine if they are stuck?)

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Optional‍

• Using Strawbees, students will design their own cutting device that is usable by one of the groups they identified earlier in the activity as someone who might struggle to use scissors. They will present their cutting device to the class/another team with specific emphasis on the way that their redesign addresses issues surrounding empathy.  See presentation for guidance.
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• If students are unfamiliar with Strawbees, take them through a guided construction of a pair of scissors to begin the lesson.

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Assessment

Students explain how their design allows more/a different group of people to cut things.

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Extension

Questions

• What is worse about your cutting device compared to scissors?
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  - Does it cost more? Can people outside your assigned group use it?

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Standards

• 3-5-ETS1-2  
  Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem
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• 3.5.3-5.P
  Evaluate the strengths and weaknesses of existing design solutions, including their own solutions.
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• 3.5.3-5.B
  Examine information to assess the trade-offs to using a product or system

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Extension Activity

If applicable, students should involve future iterations of their design. They should find a way to combat one of the shortcomings of their designs. How can they reduce cost? How can their design accommodate everyone? Students should generate multiple prototypes and evaluate which has a wider appeal.

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