BE 1251 Design Project

Group 6: Zack Benton, Mya Jones, Adam Langlois and Mae Anne Mangaoil

I. Introduction

The purpose of the Design Project is to apply the skills and the knowledge attained throughout the

semester, particularly the use of software programs including AUTOCAD and Autodesk Inventor,

in order to design and create math educational tools for second graders enrolled in Highland

Elementary. Additionally, these tools are aimed to help students better understand and remember

various mathematical concepts taught in class.

Moreover, the project is done alongside Volunteers In Public Schools or VIPS, which is a program

that provides underperforming students in public schools with the tools and help that they need to

perform well in math and reading.

II. Background Information

A. Volunteers in Public Schools (VIPS)

VIPS is a program that was established in 1981 to help underperforming students in public schools

excel in the classrooms by offering various support in math and reading. Likewise, it has the

EveryBody Reads program, which specifically helps students improve their reading

comprehension. It also has the EveryOne Counts program, which is targeted in helping students

better understand math concepts taught in class (Volunteers in Public Schools, 2018). Through the

implementation of the EveryBody Reads and Everyone Counts programs, VIPS actively tries to

create an enjoyable, constructive environment beneficial to children as they get personalized

assistance with both math and reading.

In addition, VIPS aims to increase community involvement by training and assigning individuals,

groups, and businesses that volunteer to specific schools and students. Volunteers are expected to

commit throughout the school year, and even visit their assigned students at least once a week, to

ensure that they are fulfilling their role in the children’s educations. Furthermore, they are given

numerous resources: various study tools, worksheets, books, etc. that would help students better

understand lessons taught in class (Volunteers in Public Schools, 2018).

Through the years, the program has been very effective in helping students improve their reading

and math skills. According to an analysis of the data for the Everybody Reads program for 2017-

2018, students who have been visited more than ten times by VIPS volunteers have reading test

scores that are 13.4% higher than those who did not get any help. Results like this have been

consistent in the past few years, making it clear that these students, while being successful in

school, have seen great improvements in math and reading (Volunteers in Public Schools, 2018).

B. Highland Elementary School

Highland Elementary School is a public school located in Baton Rouge, Louisiana. It currently has

over 344 students enrolled in Pre-K to 5th grade, and has a student-teacher ratio of 14:1 (Explore

Highland Elementary School, 2018). With a minority enrollment of 94%, Highland Elementary

surpasses the state average of 55% minority enrollment by a drastic margin (Highland Elementary

School Profile, 2018). Additionally, its students have been performing well below the state

average. Figure 1 displays the math and reading proficiency of students in Highland Elementary

School compared to Louisiana Schools during the 2015-2016 school year (See Appendix). In

addition, the data collected shows that students’ proficiency in math and reading in Highland

Elementary School are at the bottom 50% of all 1,277 schools in Louisiana, while also being at
the bottom 50% of all Louisiana schools in overall testing (Highland Elementary School Profile,

2018).

Because students have a lower proficiency in these core subjects compared to the state and are

from low-income families, it is vital for them to get free tutoring and resources. Through the VIPS

program and through the Design Project, these students can get the extra resources and help that

they need in order to excel.

III. Math Tool Design Details

In order to design and create a creative and useful math tool for the second graders in Highland

Elementary school, the following steps of the engineering design process were followed.

First, before any designing occurs, it is very important to first identify what issue or problem needs

to be addressed. In this case, after the first visit to Highland Elementary School, it was evident that

students were struggling in understanding and applying basic math concepts, particularly

measuring.

Second, now that the problem has been identified, the next step is to identify ways that students

learn and retain lessons the easiest and the fastest. Through research and observations, it was

identified that students learn better through hands-on activities, visuals, and any activity that

require them to move around and use tools.

Third, with this information, it was necessary to brainstorm how the problem could be resolved.

To address the measurement problem, a tactile solution was sought after which combined

measurement units with building blocks. Within this block idea, it was decided that there would

be three unique blocks, each a different length. By incorporating 1 in., ½ in., and 1 cm blocks, the
hope was that students would be able to better visualize the length of each measurement.

Additionally, word problems were created in order to give the students a goal in using the blocks

rather than simply playing with them. The problems range from measuring an object to challenging

word problems that require students to add or subtract blocks.

Fourth, with all brainstorming done, it was time to develop models of the blocks in Inventor and

work on creating functional prototypes. Aware of the design constraints - the $20.00 budget and

size that would fit in a shoe box - three different blocks were designed with side lengths of ½ in.,

1 in., and 1 cm. Figure 3 displays the drawing and design of the 1 in. block, where the block has

dimensions of 1 in. for all sides, has a label on top and it is hollow in order to reduce costs (See

Appendix). Additionally, it also has identical holes in four sides, each with a diameter of 0.30 in.,

and a cylindrical protrusion on one side with a length of 0.30 in. in order to link the blocks together.

Similarly, the ½ in block has the same design as the 1 in. blocks, but with a few alterations, which

can be seen in Figure 4 (See Appendix). It is similar with regards to having a hole in four sides

that has a diameter of 0.30 in., a cylindrical protrusion in one side with a length of 0.30 in., and it

is also hollow. However, it is different because it has a length of ½ in. on one of its sides, which

allows it to be used for proper measurement, and it has a ½ in. label. The 1 in. and ½ in. blocks

both have the same measurements for the hole and the protruding part because they are both the

same measurements, which means that they can be combined. On the other hand, since the 1 cm

block has a different measurement than the other two, featuring holes of diameter 4 mm and a

cylindrical protrusion of length 3mm. It also has length of 10 mm, equivalent to 1 cm for all sides

and is hollow, which can be seen in Figure 5 (See Appendix).

Fifth, after modelling the blocks, they were able to be printed and tested for proper measurement

and fit. The standard unit blocks of 1 in. and ½ in. fit together snugly, as intended, and the metric
1 cm block also fit together with its counterparts. While there were a few modifications that were

needed before presenting the blocks, these changes will be described in detail in Section V. Finally,

as a result of this process, the blocks were able to be presented to and tested by the second graders,

who provided overwhelmingly positive feedback.

IV. Engineering Calculations

The volumes and the surface areas of the various blocks were calculated by Autodesk Inventor.

The volumes of the blocks were 0.442 in.3, 0.269 in.3, and 450.115 mm3 for the 1 in., ½ in., and 1

cm blocks, respectively. Additionally, the surface areas were 9.355 in.2, 5.904 in.2, and 915.400

mm2 for the 1 in., ½ in., and 1 cm blocks, respectively.

Regarding manufacturing, the blocks were printed using a Stratasys F170 printer with ABS

filament due to its high durability. Because of its use in similar products, such as Legos, ABS

filament was believed to be the most appropriate for the blocks. Due to the blocks being hollowed

while modelling, there was no concern to adjust the degree of infill to be cost effective. With the

blocks being printed at LSU’s Chevron Center, it was estimated that it would cost $6.00 per in3 to

print using the ABS filament. In order to calculate the cost of each block, Equation 1 (see below)

was used, which resulted in prices of $2.65 for the 1 in. block, $1.61 for the ½ in. block, and $0.16

for the 1 cm block. The total cost of each type of block was then calculated using Equation 2 (see

below), where the prices for nine 1 in. blocks, six ½ in. blocks, and ten 1 cm blocks were

calculated. Finally, the total cost was calculated using Equation 3 (see below), which gave a total

of $35.11. Additionally, a detailed table including information on volume, surface area, and cost

for the different-sized blocks is illustrated in Figure 2 (See Appendix). The equations used are

mentioned below:
Equations Used:

Cost of each block= volume of the block x $6.00 per in3 (1)

Total cost of each block = cost of each block x number of blocks (2)

Total Cost= (total cost of 1 in block) + (total cost of ½ in block) + (total cost of 1 cm block) (3)

V. Design Modifications & Lessons Learned

There were a few modifications that were done to the initial design in order to improve the quality

and durability of the blocks. At the initial printing, only one of each blocks was printed to see if

there were any glaring errors in the models. While the standard unit blocks came out perfectly, the

1 cm block was much too small to have any legible text printed upon it, so the label which was

originally printed on it was removed. Without the label, the size of the 1 cm block was not

immediately clear and thus would have to be explained to the second graders at Highland

Elementary.

After the second printing, when all of the remaining blocks of the set were printed, it was clear

that the bottom part of all the blocks were rough compared to the first round of blocks that were

printed. In order to resolve this issue, the bottom part of all the blocks were sanded with an orbital

sander in order for them to have a smoother texture and correctly measure lengths.

Additionally, throughout the project process, it was clear that in order to create a creative and

functional design, it is very important to follow the engineering methods, and to make necessary

adjustments and modifications to the initial design in order to make it more functional and

accessible to the target users. Demonstrating the importance of teamwork, the group had to act

accordingly in working through iterations in order to ensure the best product for the second graders.
VI. Math Tool Instructions

These instructions were printed and presented to the students alongside the three types of blocks

and nine cards featuring word problems. The instructions are designed to simplify the game down

to its core components in a way which is easy for the children to understand.
VII. Reflections

A. Zack Benton

First Visit:

During our first visit to Highland Elementary School, most of the kids did not seem to understand

why we were there and asking them questions. Many were very shy, and it was hard to tell what

they struggled in. It was a challenge to come up with a solution to a problem that we didn’t

completely understand. However, some of the kids made it clear that they didn’t want just another

worksheet.

Second Visit:

The second visit was very fascinating to see the kids excited about the games we had come up

with. The energy in the room was completely different. They seemed excited to play the games.

The kids were very competitive. One kid kept challenging his buddy to “fight” him, referring to

the playing him in our game. It was cool to see the kids have as much enthusiasm playing a math

game as they have on the playground. This enthusiasm was great to see in the kids, especially those

that did not even want to talk during the first visit.

B. Mya Jones

First Visit:

On October 11th, our engineering class took a trip to Highland Elementary. We went to assess the

second graders math skills and see what they were learning. We asked them questions like how

they felt about math, what skills they have learned, and what were their strengths and weaknesses

with math. They showed us various math educational tools they were familiar with such as play
money, a clock, and number board. This was important to our project because we wanted to find

out what type of game to create that would best benefit the children. Measurements seemed to be

a difficult concept for these kids to grasp. They understood the concept of measuring but most of

them I asked did not know how to distinguish different measurements from each other. I concluded

that physically seeing what these measurements would look like in real life will help them visualize

them when solving problems. From this information, we started brainstorming and figured out we

should create a game geared towards measurements. We also decided we wanted to create a

competitive game to keep the kids interested.

Second Visit:

Weeks later on our second visit to Highland Elementary, we brought our measuring game to the

kids. We rotated around different groups of kids explaining our game and giving them a chance to

play. They all seemed to really enjoy our game and stayed focused throughout our time with them.

Majority of them had trouble with half inches and determining what different units of measurement

looked like. Every child was at a different level of knowledge with measurements to start off.

Overall, each of them seemed to finish the game feeling more confident with identifying units of

measurement, measuring different objects, and adding and subtracting measurements. This shows

that hands on learning can be beneficial to children in helping them better understand more difficult

concepts. I am very glad we got to do this project with VIPS and Highland Elementary because

we got to apply our knowledge of engineering and used it to help children better understand math.

C. Adam Langlois

First Visit:
After sitting down with kids at Highland Elementary, I immediately had some ideas as to what

could be done to improve their learning. I watched the children play with a practice clock, building

blocks, and hundred board. After hearing an explanation that a hundred board is meant to be used

for addition and subtraction by counting either forward or backward from the original number, I

started to think of other tools that could be used for the same purpose. I also had the experience of

asking children to use a ruler, which very few of them could do. From these experiences, I had the

idea to make a set of blocks in standard and metric units that could be used for addition and

subtraction. Overall, the trip was meaningful because it displayed how hands on learning can be

beneficial to kids. One child I talked to could not read a clock, but by the end of our talking and

fidgeting with the hands, she understood how to use it. This visit provided a real purpose to the

project, a purpose which motivated me personally to try to make something actually useful.

Second Visit:

The second visit to the school was easily the most rewarding part of the project as our group finally

got the opportunity to present the blocks to the children at Highland Elementary. Overall, the kids

thoroughly enjoyed playing with the blocks and seemed to understand measurement much better

as a result of the blocks’ tactile and visual aid. One girl in particular was especially astute with the

blocks, noticing how when two ½” blocks were put together, they were the same length as a 1”

block. Watching the kids learn from our tool was a great experience, as was the project as a whole.

I found it fascinating that I was able to model something on my computer, print it into existence,

and provide it to children for their own benefit. I feel that visiting the school one last time provided

the group with some closure and a sense of accomplishment having seen a project through from

beginning to end. I hope that I get to have experiences similar to this one in the future.
D. Mae Anne Mangaoil

First Visit:

During our class’s first visit to Highland Elementary School, we asked second graders about math

topics that they were studying and topics that they were struggling with. We also asked them what

kind of math games they will be interested in having. We also had a chance to see and play with

the math games currently available to students to help them learn and retain math concepts, which

has helped us get an idea of what we want to build for the students.

Moreover, I think that it’s important to be able to talk to second graders and learn more about what

they are learning and what they have problems with because it made it easier for us to create a

game that will be beneficial and useful to them. Also, being able to see the math games and tools

available help us to become more creative and build something that is currently not available for

students.

Lastly, the things that we learned will help us build a better math game for the students, which will

help them learn math concepts easier.

Second Visit:

During our second visit to Highland Elementary School, we were able to test the math tools that

we have designed and created by letting second graders play with them. This was very important

because it helped us learn about the students’ positive and negative responds to the game, and how

it has helped them apply the math concept (measuring) that they have learned in class. At the

beginning, they were confused about which blocks they should use and how they can’t add blocks
with different measurements. However, as they do more problems, they become more accustomed

to which blocks to use and were also able to figure out measuring using both 1 in and ½ in blocks.

The students definitely enjoyed the game, while also applying the math concepts that they have

learned in class. It was definitely wonderful to see how our design can help benefit second graders

in Highland Elementary improve their math skills, and I hope to use my skills and talents in the

future to help others.

VIII. Team Contributions

A. Zack Benton

Contributed to calculations and logistics for printing, helped construct technical drawings, and

helped with the design process.

B. Mya Jones

Contributed to the calculations for printing, PowerPoint, directions, and made the game cards.

C. Adam Langlois

Contributed to all part modelling, the construction of all technical drawings, creation of the

assembly animation in Inventor, revision of the rough PowerPoint into its final version, and

revision of final report.

D. Mae Anne Mangaoil

Contributed in writing the final report, calculations for printing, and also helped and assisted

during the design process.

IX. Feedbacks/Conclusions

In conclusion, following the engineering methods for our Design Project has made it easier for us

to design a math tool that will help second graders in Highland Elementary better learn and retain

math concepts that they learn in class, more particularly measuring. Additionally, by following the

method, we gain more knowledge and ideas regarding what math concepts students need help with,

how they learn better and our design constraints before any design was conducted, which has

helped us brainstorm a better design. We have also made necessary modifications to our initial

design to make it more accessible and functional.

We have also observed that students learn math concepts better through hands- on activities and

tools. Through these resources, they were able to better visualize problems, think critically, and

improve their problem-solving skills, while also having fun.

Lastly, after seeing how the second graders enjoyed using our measuring blocks to measure objects

and solve problems, it made us all feel great that we were able to use our skills and abilities to help

these students excel in their math class. It has also made the process of creating and designing the

blocks worth it.

X. References

Explore Highland Elementary School. (2018). Retrieved December 2, 2018, from

https://www.niche.com/k12/highland-elementary-school-baton-rouge-la/

Highland Elementary School Profile (2018-19) | Baton Rouge, LA. (2018). Retrieved December

2, 2018, from https://www.publicschoolreview.com/highland-elementary-school-

profile/70808

Volunteers in Public Schools. (2018). Retrieved December 2, 2018, from https://vipsbr.org/

XI. Appendix

2015-2016 Test Scores Between Louisiana Schools and Highland Elementary

Subjects Highland Elementary Louisiana

School Schools

Math 50-54% proficiency 64% proficiency

Reading/ Language 50-54% proficiency 70% proficiency

Arts

Figure 1. The Math and Reading/Language Arts test scores proficiency for Highland Elementary

School and Louisiana Schools during the 2015-2016 school year.

Math Tool Calculations

Size of Volume Surface Infill Cost (per Number Total

Cube Area Needed each one) in Set Cost

1 in. 0.442 in3 9.355 in2 No $ 2.65 9 $ 23.85

block

½ in. 0.269 in3 5.904 in2 No $ 1.61 6 $9.65

block
 1 cm 450.115 915.400 No $0.16 10 $1.60

block mm3 mm2

Total Cost: $35.11

Figure 2. The engineering calculations performed for each block, including the total cost of 3D-

printing the design.

 4 3 2 1

Tahoma, 0.120 in
D 0.05 in depth D

0.44 in

ALL FILLETS
R0.125 in
0.29 in
C R0.05 in FILLET Around C
Circumference

0.10 in 0.10 in 0.50 in

0.50 in 0.30 in 0.30 in

1.00 in
B B
0.50 in
ALL HOLES
0.30 in

0.50 in 0.10 in 1.00 in

1.00 in LOUISIANA STATE UNIVERSITY

Biological & Agricultural Engineering
B.E. 1250
Final Project
A 1 in. Block Drawing 1 Inch Block A
Figure 3. The technical drawing of the 1 in. block, which
Date Assigned: N/A Units and Scale: 2:1 in inches
includes hidden and centerlines, and necessary measurements.
Due By: N/A DRAWN BY: Adam Langlois

4 3 2 1
 4 3 2 1

Tahoma, 0.120 in
D 0.05 in depth D

ALL FILLETS 0.20 in

R0.125 in 0.21 in

R0.05 in FILLET Around

Circumference
C C

0.10 in 0.10 in 0.25 in

0.50 in 0.30 in 0.30 in

1.00 in

B B
0.50 in
ALL HOLES
R0.15 in

0.50 in 0.10 in
0.50 in
1.00 in LOUISIANA STATE UNIVERSITY
Biological & Agricultural Engineering
B.E. 1250
Final Project
1/2 in. Block Drawing
A 1/2 Inch Block A
Figure 4. The technical drawing of the 1/2 in. block, which
Date Assigned: N/A Units and Scale: 2:1 in inches
includes hidden and centerlines, and necessary measurements.
Due By: N/A DRAWN BY: Adam Langlois

4 3 2 1
 4 3 2 1

D D

ALL FILLETS
R1.00 mm
C C
R0.60 mm FILLET
Around Circumference

1.00 mm 1.00 mm 5.00 mm

5.00 mm 4.00 mm 3.00 mm

10.00 mm
B B

5.00 mm
ALL HOLES
4.00 mm
5.00 mm 1.00 mm 10.00 mm
10.00 mm LOUISIANA STATE UNIVERSITY
Biological & Agricultural Engineering
B.E. 1250
Final Project
A 1 cm Block Drawing 1 cm Block A
Figure 5. The technical drawing of the 1 cm block, which includes Date Assigned: N/A Units and Scale: 5:1 in millimeters
hidden and centerlines, and necessary measurements. Due By: N/A DRAWN BY: Adam Langlois
4 3 2 1