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besides building that can be part of work- ing with LEGO bricks: writing reviews of official LEGO sets, writing instructions for other builders, and creating new games by combining favorite games or puzzles in new ways with LEGO bricks. This is a wonderful resource for teachers or older students work- ing independently. The appendix includes a thorough illustrated list of every type of LEGO piece, dimensions, and suggested uses for building. The Unofficial LEGO® Builder’s Guide.

No Starch Press, 2005. 320 pages. $24.95. 415-863-9900.

The LEGO® Technic Idea Books, by

Yoshihito Isogawa are primarily picture books, displaying countless photos of proj- ect ideas for LEGO Technic. This series of collections is unofficial, but has hundreds of ideas and examples for building, each with a different focus: simple machines, wheeled vehicles, and propelled or other- wise automated contraptions. The photos are intended to be used as a guide to stimulate one’s imagination, not a prescriptive instruc- tion manual. The author states, “Rather than tell you what to see or think when you look at each photograph, I encourage you to interpret each one in your own way. . . . My hope is that you will see my models through your own eyes and that your interpretations will lead you to invent your own LEGO creations.” These would be great guides to make available at work centers where stu- dents have access to non-kit collections of building bricks. Many of the designs are appropriate for builders ages nine and up. The LEGO® Technic Idea Books. No

Starch Press, 2011. 140–180 pages. $19.95. 415-863-9900.

Why Design? Activities and Projects

from the National Building Museum, by Anna Slafer and Kevin Cahill is an interest- ing guide that explores design as a human endeavor. It examines the design process, the effects of design, design as a political process, a way to improve life, as an aes- thetic activity, and expression, just to name a few. It also explores systems and the

interdependence of things in an environment. Examples of real situations are provided, as well as challenges of hypothetical situations for students to resolve. This is an outstanding resource that will provide enough mate- rial for a yearlong study. Ques- tions and activities can be adapted for classes ranging in age from eight to eighteen. “Design is the result of a series of choices. . . . Design has an impact on you and you can have an impact on design.” Why Design? Chicago Review Press,

1995. 198 pages. $19.95. 800-888-4741. A Field Guide to Roadside

Technology, by Ed Sobey, is a fun resource that mimics a field guide to identify and explain over 150 items that can be spied along the roadsides in urban, suburban, and rural environ- ments. Objects are divided into categories such as Antennas, Near Navigable Waters, Bridges, On Utility Poles and Towers, and Highways and Roadways. Our town recently installed new traf- fic lights with what appeared to be cameras mounted above the lights. I was surprised to find in this field guide not only an entry for cameras above lights, but a whole tuto- rial on different but similar-looking devices and how to tell them apart: video detec- tion cameras, microwave vehicle detectors, emergency preemption detectors, and traffic surveillance cameras. “Behavior,” “Habitat,” “How It Works,” and “Unique Character- istics” are included for each subject. This informative and simply written guide will be helpful for students ages ten and up. This is a great resource for considering everyday examples of engineered products and town or city planning. A Field Guide to Roadside Technology.

Chicago Review Press, 2006. 204 pages. $14.95. 800-888-4741.

©SYNERGY LEARNING • 800-769-6199 • JANUARY/FEBRUARY 2011 Connect • PAGE 21

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