Investigation NISC DT Lab
Identify the problem
End user an target audince
The checklist will be in direct correlation with the Design specifications and the tester will rate as
- <very good>
The feedback collected will include:
- suggest 3-5 ways to improvement the product
- list 3-5 strengths
- comments about the use of space and layout
- proficiency of SKETCHUP
- precise, correct and accurate room dimensions based on the existing building structures
- four emergency exits
- two main entry points
- very good ventilation
- maximum natural light
- ability to function in the event of a power failure
- place for washing hands
- emergency shower
- eye washing
- two first aid stations
- 1 firehouse and 2 fire extinguishers
- a place for students to store bags, personal items and project that they are working on
- truck loading bay
- a display area
- space for 25 students
- tools/machinery and materials for for class tasks that include (a) furniture making (wood) (b) toys for kids (wood) (c) producing a letterbox (sheet metal) and (d) key fob making (acrylic)
- storage place for wood, metal, paint and acrylic
- tool storage
- safety equipment and safety equipment storage
First, they provide a development flow in which provisional netlists are used at the early development stages to draft a layout design. This helps reduce the number of revisions that have to be made at subsequent processes and thereby shortens development lead time.
Our proprietary timing optimization tool can be used to more rapidly verify the timing convergence and SI (Signal Integrity) of the chip layout, which makes the layout process more efficient for high-speed circuits and other circuits with difficult timing requirements. In addition, we provide cells dedicated to revising circuits that shorten the layout design lead time for circuit revisions. (http://am.renesas.com/products/soc/asic/cbic/development/layout_design/index.jsp)
Historically, relatively few pupil centric design principles were used in the construction of classrooms. In 19th century Britain, one of the few common considerations was to try and orientate new buildings so the class windows faced north as much as possible, while avoiding west or southern facing windows, as in Britain northern light causes less glare. Desks were often arranged in columns and rows, with a teacher’s desk at the front, where he or she would stand and lecture the class. Little color was used for fear of distracting the children. In the 1950s and 60s cheap and harsh fluorescent lights were sometimes used, which could cause eyestrain. Research has suggested that optimal use of daylight, acoustics, colorselection and even the arrangement of the furniture in the classroom can affect pupils academic success. (http://en.wikipedia.org/wiki/Design_and_Technology)
Technological Design contributes to the development of each high school student’s capacity to make responsible judgments about technology’s development, control, and use. Critiquing appropriate technology and sustainable development are important. The structure of the course brings discussions of technological values so that students can reflect and develop their own ethical standards. Students are actively involved in the organized and integrated application of technological resources, engineering concepts, and scientific procedures. Through high school technology education experiences, students address the complexities of technology and issues that stem from designing, developing, using, and assessing technological systems. In developing a functional understanding of technology, students comprehend how human conditions, current affairs, and personal preferences drive technological design and problem solving. Actively engaged in making and developing, using, and managing technological systems, students better understand the role of systems in meeting specific purposes. Students are able to analyze and understand the behavior and operation of basic technological systems in different contexts. Students are able to extend their knowledge of systems to new and emerging applications by the time they graduate from high school. Technological Design prepares students for the capstone Engineering Design course that is used as a bridge course for post-secondary study.(http://www.iteea.org/EbD/Samples/HighSchool/TechDesign.htm)
Classroom Design Principles That Improve Teaching & Learning
Provide the technology that faculty request in enough campus classrooms to meet instructional requirements. Pedagogy should drive the design. Focus on a user-friendly approach with attention to simple controls and signage. Presenters should be able to operate equipment at eye-level, without undignified crawling around on the floor or fumbling with poorly labeled controls in the dark. In addition, dual window coverings, multiple screens, functional light switching and ceiling fans give presenters control over the classroom environment.
Serve multiple users with many teaching styles. Designs should include many options while excluding very few. Technology that faculty need must be permanently placed in the classroom. Cabinets or closets are needed for storage. Cover the front of the room with boards and screens. The design must permit using the board and projecting images at the same time as well as simultaneous display of multiple images for comparing and contrasting. Classrooms should be easy to change as presentation technologies evolve and screen proportions widen.
Create a collaborative learning environment with instructor as a mentor. Provide easy access around the room. Curved rows provide the essential eye contact for convening a class rather than just conducting a collective assembly. The lectern for the presentation computer needs to be small and placed at the right or left front of the room, allowing the presenter to face the audience. Small lecterns do not create the psychological barriers that complex bunkers do.
Make classroom technology as simple, friendly and non-intimidating as possible. Technology should inspire presenters who rely on improvisation, spontaneity and audience participation. The addition of computers should not make simple AV devices like overhead transparencies, slides and television more difficult to use. A simple lectern with PLUG & SHOW capability permits the presenter to display laptop computer output on a large screen. Complex installations tend to be awkward, expensive to change and require almost continuous upgrading.
Change classrooms from isolated to interconnected places with access to stored resources and live video connections. Include telephone lines (twisted pair), TV distribution (coax) and data connections (category 5). While the possibility of infrared wireless connections looms on the horizon, it is still prudent to include conduit in classroom designs. 10BaseT connects to centralized data repositories (servers) and from there to distant computers and the internet. In addition, there is growing demand for classrooms that originate distance education.
Technology classrooms must serve the faculty well yet remain affordable. To really impact teaching, many technology classrooms need to be created around the campus, not just one expensive island of technology to impress VIPs. Self-service classrooms reduce support costs.
Specify room layout, adequate teaching space, lighting, boards, acoustics, conduit, screen size and mounting height, windows and coverings. It is critical to prevent ambient room light from washing out the images on the screen. During projection, room light should be bright for student interaction, not just dim for note taking. Control lighting on board & computer lectern.
This site contains information regarding the following guidelines, specifications and requirements:
- Room Orientation (Function, Layout, Accessibility, Location, etc.)
- Seating & Room Capacity
- Fixtures & Furniture (Fixed, Flexible, etc.)
- Boards (Blackboards, White Boards, etc.)
- Screens (Selecting Appropriate Size, Placement, etc.)
- Lighting Systems
- Windows & Coverings
- Walls, Ceilings & Entry Doors
- Surfaces & Finishes (Color, Texture, Durability, Ergonomics, etc.)
- Acoustics (Internal, Transmission, Integration with Components, etc.)
- Electrical Systems (Conduit Requirements)
- Communications Systems (Telephone, Data Network, Two-Way Video, etc.)
- Mechanical Systems (Ventilation, Temperature, Humidity, Noise, etc.)
- Technology Cabinet (Technology Hub, Storage, etc.)
- Media Control Panel (Eye-level controls, Security, etc.)
- Video Tape Player
- Lectern (Fixed, Moveable, Portable, etc.)
- Microphones, Sound & Speakers
- Overhead Projectors & Document Cameras
- Slide & Film Projectors (Projection table in rear of classroom)
- Electronic Whiteboards & Digitizing Tablets
- TV Sets, Flat TV, Digital TV, HDTV
- Projection Systems (Video & Computer Data)
- Classroom Computing Systems (Faculty, Students, etc.)
- Presenter Controlled Systems (Central Media Distribution, Projection control, etc.)
- Student Controlled Systems (Student Response Systems, etc.)
- Teleconferencing & Distance Learning
FNI works in close collaboration with local architects utilizing cutting-edge processes for Planning and Designing school facilities. This includes their research-based Educational Facilities Effectiveness Instrument™ (EFEI), used to assess over $1 billion worth of school facilities worldwide. FNI’s culture of innovation helps create world-class, quality-conscious facilities that cost less and are easier and faster to build.
FNI’s people include leading international educators and technologists as well as planners and architects. The firm has great credibility with school districts as agents for change. Their collaborative process builds bridges across a diverse community of stakeholders to create exemplary school facilities that will stand the test of time.