Tinkercad Robotics for School: Wheelchair Simulator for Design Lessons (C.H.A.S.E.)

This story started last year, when I was an IB design technology teacher for grade 7. Our unit was about creating floor plans for people with disabilities. Then, some students started asking the following question:

"Why do we need to adapt apartments and public spaces for disabled people [sic]? They can just stay home, and their family will do everything for them."

The World Health Organization (WHO) has estimated 80 million people (1% of the world’s population) require a wheelchair for their mobility. Some countries have taken the matter seriously and have adapted their infrastructure for accessibility. Nonetheless, for several countries and cultures around the world, people with disabilities are still an underserved community and a taboo topic; they deeply depend on somebody to take care of them, and they do not have the opportunity to be productive members of society because they do not even have the ways to leave their homes.

The main reasons why it is important to create accessible spaces, installations, and services for wheelchair users—and, in general, for people with disabilities—are:

1. Wheelchair users can be productive members of society. They just need the opportunity. An example that came during our lessons was imagining if Stephen Hawking did not have the required adaptations to keep creating his groundbreaking work in theoretical physics.
2. We are not risk-free of becoming wheelchair users. A sports injury, a car accident, war, or even just getting old. We could need proper accessibility for limited mobility, even if that is a temporary condition.
3. Other people may benefit. Ramps are necessary not only for wheelchair users. Parents carrying their babies in strollers often struggle to access public places without the proper assistive adaptations.

Returning to our story, students had to follow the IB MYP Design Cycle (Inquiring and Analyzing, Developing Ideas, Creating the Solution, and Evaluating) to design and craft the model of a floor plan for a wheelchair user. But this time, I was the one questioning the curriculum:

"Is there any easy and engaging way of testing the accessibility of the students' designs? Or should I accept that their make-believe models are 'accessible' because they say so?"

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Enter Tinkercad Sim Lab and its new development: Interactive Motor Control!

Now it is possible to create remote-controlled motors to power virtual creations at will! When I learned about this new feature, my first idea was to create - what a surprise - virtual fighting robots. However, after seeing this year's Grade 7 projects (nice models, but their feasibility for wheelchair users is still debatable), I thought:

"What if we had a remote-controlled virtual wheelchair for testing the accessibility of the design?"

So I developed the C.H.A.S.E. - Controlled Heuristic Accessibility Simulation for Education - project (the name was inspired by Jennifer "Pilot" Chase, a character from the awesome-and-underrated "Captain Power and the Soldiers of the Future" TV show from the 80s). Basically, this tool is a virtual "base world" in Tinkercad Sim Lab where the student can create and customize a space (like a flat, office, or shop) for a wheelchair user. Then, using the remote-controlled wheelchair, the student can test parameters like:

1. Accessibility: How easy is the access to spaces, services, and items in the model? The student may need to think about barrier-free entrances (ramps, wide doorways), reachable controls (light switches, appliances), and adaptive features (grab bars).
2. Mobility: Can the wheelchair user move freely and independently within the model? The student may need to think about pathways wide enough for movement and turning; step-free navigation (no thresholds and ramps where needed); and furniture layout (clearance under sinks, reachable storage).
3. Usability: How easy is it to use the different spaces, services, and items in an efficient, effective, and satisfactory way? The student may need to think about user-friendly layouts (logical kitchen and bathroom arrangements); intuitive controls (smart home tech, remote-operated doors); and comfortability (furniture adjusted to the height).
4. Safety: How protected is the user from hazards and risks that could cause injury? The student may need to think about falling objects that may cause harm or block the way; possible emergency situations and evacuation routes (did you know that you can use Sim Lab as an earthquake simulator?)

This tool is far from a finished project. Quite the opposite! The base world is an inquiry-based resource that can be adjusted and improved by the Design teachers according to their needs and pedagogical objectives. Then, students will need to use their imagination and creativity to elaborate novel solutions and test them using the remote-controlled wheelchair. If you have developed new improvements that can be shared with the community, please share them with us in the comments.

(Disclaimer: this virtual project is for educational purposes only and does not intend to replace the recommendations from professionals. The dimensions of the wheelchair and the "base world" are not to scale, and the motor settings from the wheels may not correspond to reality.

Supplies

This activity works in the Tinkercad Sim Lab virtual environment, and you only need the following resources:

1. 1 computer per student with connection to internet and a Tinkercad account
2. Strong and reliable WiFi connection

Besides, it is good to start the activity showing some videos about apartment adaptations for wheelchair users. For example, I found the following ones on YouTube:

1. https://www.youtube.com/watch?v=mHwFU3XNnJY
2. https://www.youtube.com/watch?v=rtd8a-vnv88
3. https://www.youtube.com/watch?v=ApQjw9CYCYU

(Disclaimer: the previous videos are just examples; do not consider them as endorsement for any product or service.)

Step 1: GRASPS Chart

Before starting, let us consider the GRASPS approach so the student understands the expectations about this project:

Goal: Design or adapt a space in Tinkercad that is easy for a wheelchair user to move around in. Make sure that your design includes a WC (toilet) and a small kitchen.

Role: You are an interior designer. Your job is to build a space that is safe and friendly for a wheelchair user.

Audience: Your design is for a wheelchair user, their family and friends, and your classmates who will see your work.

Situation: Imagine that a wheelchair user got a flat, and he/she wants to build on these premises. This flat can become a home, an office, or a shop. It must have at least a WC and a small kitchen. Your design should allow a wheelchair to move through every room without getting stuck.

Product/Performance: You will create a 3D model in Tinkercad. Then, using Sim Lab, you will control a virtual wheelchair moving through every room, testing that all the spaces are accessible and free of obstacles.

Standards for Success:

1. Must-Haves: Your space must include a WC and a kitchen.
2. Accessibility: The design must allow a wheelchair to go through every room easily.
3. Clear Simulation: Your simulation should clearly show that the space is safe and accessible. The wheelchair and the mobile objects must have the "Trace Shape" option activated to display trajectories.
4. Creativity: Use your imagination to make a unique and friendly space.

Step 2: The "Base World"

To access the "Base World," the students need to access Tinkercad Classroom; then go to the following link and click the "copy and tinker" option:

https://www.tinkercad.com/things/48CgSSfVLal-base-world-for-chase

The teacher can also access that world to add extra challenges or tools, depending on the task.

Each student needs to read and understand the instructions of the task and use the Tinkercad 3D-modelling environment to design a space (apartment/office/shop) for the wheelchair user. This is an inquiry-based activity, so the teacher must be only a guide, avoiding solving any arising challenge instead of the student.

The student then must use Sim Lab to test the parameters described at the beginning (accessibility, mobility, useability, and safety); detect the issues and improve on them until the space is fully user-friendly.

In Sim Lab, the student must mark as "Static" the objects that are usually fixed (walls, toilet seat, bathtub, etc.) and "Dynamic" the objects that are mobile (lamps, furniture, appliances, etc.). The student can also activate the "Trace shapes" mode for evaluation of the displacement and falling trajectory of the dynamic objects.

Step 3: The Wheelchair

The wheelchair is able to move thanks to an Axle Connector on each wheel, acting as a stepper motor. It can be controlled using the WASD keys as if it were a videogame:

· W: Forward

· S: Back

· A: Turn left

· D: Turn right

· X: brakes (in case the wheelchair gets out of control)

The X button was implemented because on some occasions the simulation presents a bug, and the wheelchair starts moving out of control. The X button sets both motors to 0 RPM, allowing the user to retake control of the movement.

The wheelchair also has two free wheels in front, connected to the wheelchair by axles, and also a tracer in the back to check the travelled trajectory of the wheelchair.

Step 4: Bonus: Electric Door

I included a little help in the "Base World." The electric door is able to be opened and closed using the O and P keys. It works using a Slider Connector as a positional motor. This door can be duplicated and modified by the student, and the parameters and activating keys can be improved or changed for better functionality.

Step 5: Final Product and Example

At the end of the activity - which may take one or two lessons - the students must present their 3D models to the teacher and a screen recording showing the trajectory of the wheelchair. This activity can be completed with a questionnaire where the student reflects on the simulation and the possible improvements for this model.

Here you can find an example of the 3D model of an apartment for a wheelchair user. As you probably noticed by watching the introductory video, this 3D model is intentionally unfinished for two reasons:

1. To illustrate possible accessibility failures and opportunities for improvements.
2. To reduce the risk of students presenting this example model as their final project for assessment.

Step 6: Lesson Plan

(This lesson plan can be integrated to the Design Technology curriculum and is aligned to IB and ISTE standards.)

IB MYP Design and STEAM Lesson Plan: Accessibility and Tinkercad Sim Lab

Grade Level: Middle School (Grades 6-9)

Time: 2 Hours

Subject: IB MYP Design & STEAM

Lesson Title: Designing and Testing Wheelchair-Accessible Spaces Using Tinkercad Sim Lab

Standards Alignment

IB MYP Design Criteria:

1. A: Inquiring and Analyzing - Research accessibility challenges and analyze existing designs.
2. B: Developing Ideas - Create innovative design solutions.
3. C: Creating the Solution - Model and simulate accessibility in Tinkercad Sim Lab.
4. D: Evaluating - Test, iterate, and improve designs.

ISTE Standards:

1.1 Empowered Learner: Use technology to set goals and demonstrate learning.

1.4 Innovative Designer: Apply design thinking to solve real-world accessibility problems.

1.5 Computational Thinker: Test accessibility using Tinkercad’s simulation tools.

1.6 Creative Communicator: Present findings and propose solutions.

STEAM Integration:

1. Science: Human ergonomics, physics of movement, and structural stability.
2. Technology: Digital modeling and simulation with Tinkercad Sim Lab.
3. Engineering: Designing accessible spaces using problem-solving strategies.
4. Art: Aesthetics and human-centered design considerations.
5. Mathematics: Measurement, proportion, and wheelchair maneuverability calculations.

Lesson Objectives

By the end of this lesson, students will be able to:

1. Explain the importance of accessibility in architecture and design.

2. Design a functional and inclusive living space for a wheelchair user.

3. Simulate and test accessibility using the C.H.A.S.E. (Controlled Heuristic Accessibility Simulation for Education) tool in Tinkercad Sim Lab.

4. Identify and address design flaws using feedback from their virtual wheelchair tests.

Lesson Structure

Part 1: Introduction and Inquiry (30 min)

1. Engage: Show one or more of the following videos:

1. How Wheelchair Users Adapt Homes: https://www.youtube.com/watch?v=mHwFU3XNnJY
2. Smart Design for Accessibility: https://www.youtube.com/watch?v=rtd8a-vnv88

2. Discussion: Students reflect on the challenges faced by wheelchair users.

3. Inquiry Challenge: Pose the guiding question: “How can we design a space that ensures accessibility, mobility, usability, and safety for a wheelchair user?”

Part 2: Design and Planning (30 min)

1. Introduction to C.H.A.S.E. and Tinkercad Sim Lab:

1. Explore the Base World in Tinkercad: https://www.tinkercad.com/things/48CgSSfVLal-base-world-for-chase
2. Explain simulation mechanics (wheelchair controls, object properties, etc.).

2. Student Task:

1. Define the type of space they will design (home, office, shop).
2. Sketch their initial floor plan ideas on paper or a digital tool.

Part 3: Modeling and Simulation (40 min)

1. Hands-On Tinkercad Activity:

1. Students create their 3D wheelchair-accessible space.
2. Apply real-world accessibility principles (ramps, door widths, clear paths).
3. Label static and dynamic objects for accurate simulation.

2. Simulation and Testing:

1. Use the WASD keys to navigate the wheelchair and X to brake the wheels.
2. Identify barriers and obstacles in the model.
3. Adjust designs based on test results.

Part 4: Reflection and Presentation (20 min)

1. Final Testing: Run a final simulation, ensuring all accessibility features work.

2. Presentation: Students record and present their results, explaining:

1. What worked well?
2. What challenges did they face?
3. How did they improve their design?

3. Exit Ticket: Students write a short reflection on the importance of accessibility in design.

Assessment and Evaluation

Design Quality: Tinkercad Model Completion

Accessibility: Simulation Testing and Adjustments

Problem-Solving: Student Reflection and Iteration

Communication: Presentation and Explanation

Materials and Resources

1. 1 Computer per student (Internet access & Tinkercad account)
2. Reliable WiFi
3. Base World for C.H.A.S.E. in Tinkercad Sim Lab
4. Videos on Accessibility & Universal Design
5. Paper or digital sketching tools for planning

Differentiation Strategies

1. For Beginners: Offer pre-designed templates in Tinkercad for modification.
2. For Advanced Learners: Challenge students to automate accessibility features (e.g., automatic doors).
3. For Visual Learners: Provide graphic organizers and example designs.
4. For Kinesthetic Learners: Allow students to explore a real wheelchair-accessible environment.

Reflection and Next Steps

1. Extend the lesson by having students redesign a real school or public space.
2. Introduce Arduino or Micro:bit to create physical assistive technology prototypes.
3. Collaborate with community members or disability advocates for authentic feedback.

Teacher Notes:

This lesson is adaptable for multiple levels and can be expanded into a full design challenge. Encourage students to be creative and think critically about real-world applications of their designs.