Things to Consider
What features do you desire most in an automobile? Are you first drawn to a car because of how
it looks or what special features it may include?
Have you ever made assumptions about the car’s
speed based on its exterior design? Outside of the
technical aspects of a car, manufacturers also use
design to target certain groups. For example, cars
designed for younger generations may feature mp3
compatible sound systems, be more environmentally friendly, and be available in more vibrant
colors, while cars designed for families may have
stricter safety features and more flexible storage
and seating space.
Allison Valchuis is an education assistant at the
Cooper-Hewitt, National Design Museum.
Marianna Siciliano is a Peter Krueger summer intern at
the Cooper-Hewitt, National Design Museum.
High School
Have students research the history of automobiles. How did the technology advance over time?
How did the function of the automobile change?
How did new technologies and science aid in new
designs? Based on the research they compile, have
students work in groups to design “the next” vehicle based on the technology of today, or redesign
an older automobile to better suit the needs of its
time.
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More about Automobiles and Design
What do you think manufacturers consider when
they are designing a car? Did you think of the
interior mechanics and the look of the exterior?
Designing a car is a very elaborate process that
involves research, sketch-
ing, modeling, prototyping,
and testing. Each element
of the car also goes through
this process, from the
seatbelts to the dashboard.
Aside from the function of
the car, designers think about safety, comfort, ease
of production, affordability, and overall styling.
Can you think of other designers that may be
involved in this process? Did you think of the
graphic designer who designed the car’s logo or
instruction manual, or the textile designer who
designed the fabric that covers the seats?
Marmon wanted the exterior
aesthetics of the car to match the
efficiency and beauty of its
interior technology.
How does the design of an object affect its speed?
Using the Marmon Sixteen as an example, explain
to students that weight and shape can change how
something functions. Have students create two different designs for objects that they will drop from
a height of at least twenty feet. Each design should
have a specific function: one should be designed
to fall as fast as possible and the other as slowly as
possible. Allow them to use a variety of materials,
but tell them that their designs must be about the
same size. Record the speed at which each design
falls, and have students discuss the outcomes.
Middle School
The Marmon Sixteen incorporated many techniques previously used in other cars that were
redesigned to give the vehicle a more modern,
sleek appearance. However,
the design did remove the
radiator filler cap from its
usual place on top of the
hood. Engineers worked
together with the designers
to figure out how to conceal the cap. In the end, the cap was placed under
the hood, a design feature that is found in every
car today. Teague also incorporated the design of
the trunk into the body of the car, a feature that
was new to American automobiles. Teague felt
that if he could design the most efficient vehicle in
the world, it could not fail to be the most aesthetically pleasing car in the world as well.
power ratio, this lightweight car surpassed most
cars in sheer speed and acceleration.
Classroom Activities
Have your students work as a team to present the
Marmon Sixteen and the roles its engineers and
designers had in producing it. Challenge your
students to create a structure that can suspend a
water bottle at least 6" ( 15 cm) off the ground using
only paper towel tubes and tape. Give students
five minutes to brainstorm ways of making their
structure. Afterwards, students should establish
their positions on their teams: builders who will
place the tubes, tapers who will attach the tubes
together, and facilitators who will make sure the
group works together to solve their challenge. Give
students another five minutes to build their structures, then, as a class, discuss what they thought
worked best, what didn’t, and what it was like to
work in a group.
Elementary School
