Transitopia 2.0 - Grade 9

What is Prototyping

Saba Ghole

What is Prototyping ?

Cardboard 101: Cutting, Shaping, and Joining

Kate James

PROTYPING

Cardboard 101

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.

Before the Activity:

  • Familiarize yourself with the prompt and instructions to effectively guide students through the research and analysis process. 
  • Set up the classroom or designated workspace with access to computers or tablets for student research and collaboration
  • Gather resources and materials needed for the activity
  • Make sure each student has access to a device to research on, this activity can be done in pairs if we have limited devices.

Throughout the Activity:

  • Research: Encourage students to pick a transit system they find interesting or that connects to their personal experiences. 
  • Provide students with resources or suggested websites (e.g., travel blogs, transportation websites, academic papers) to get them started.
  • Offer advice on what key features to focus on: geography, capacity, technology, environmental impact, and user experience.
  • Discussion: Emphasize the importance of discussing both the pros and cons of the system. This helps develop critical thinking and problem-solving skills, leading to meaningful suggestions for improvement.
  • Make it clear that this activity is purely research-focused and not meant to brainstorm ideas for their own projects. This should be an exercise in understanding and analyzing existing transit systems, not developing new ones.
  • Improvement Phase: Now that they have a deep understanding of the system, they can consider what might make it more effective, efficient, or sustainable. This could involve:
    • Addressing environmental or accessibility issues
    • Leveraging new technologies or materials
    • Enhancing the user experience

After the Activity:

  • Allow space for other students to react and ask questions to their peers

Students Past Projects

Dina Chehab

So, we made a high-altitude mother ship to enable fast travel to Outerspace, powered by the wind from stratosphere and the temperature difference, thus reducing the pollution occurring by the use of gasoline to fuel up the ships.

STUDENTS PAST PROJECTS:

Example: Final Presentation

Syuan-He Wang

Red Cells

NUVU: Transitopia

by Daniel Wang

Example of Final Presentation

Riley Meek

Pods

By Riley Meek

Electric Vehicle Concepts

Keenan Gray

Riyadh Metro

Dina Chehab

Future of Transport 

The Riyadh Metro is a major urban transit system designed to alleviate traffic congestion and improve public transportation in the capital. Spanning six lines over 176 kilometers with 84 stations, the first phase is set to open to the public on December 1, 2024. 

https://www.egis-group.com/projects/riyadh-metro

Hyperloop Neom

Dina Chehab

https://fastcompanyme.com/impact/hyperloop-may-be-dead-but-its-dream-in-the-middle-east-is-not/