Project: Fall 2014 Engineering Design/Development

Step Description Expected Student Results
1 Lesson 1.1 Overview and Expectations

Preface

Engineering Design and Development (EDD) gives students an
opportunity to exercise the skills they have developed not
only in their PLTW classes, but in other classes and in
their personal experiences in general. Students will work in
teams to solve a problem of their choosing. EDD is not
focused on producing a marketable process or product, though
this can and does happen using the design process. EDD is
not intended to be an “invention class” or a “patent
generating class” but rather a class that centers on using,
documenting, and working through the engineering design
process to address a problem. The end result should always
be driven by the process rather than an individual or team’s
skill sets, opinions, or personal preferences. As an
example, students with an interest in electronics and
aeronautics who apply the design process to address pilot
errors may find that their results point to an ergonomic
solution centered on organizing and displaying information
in the cockpit rather than developing a new piece of
instrumentation or a new control device. Others interested
in chemistry and medicine may find that redesigning the way
people enter and are processed through an emergency room may
be a more effective way to address the rate of disease
transmission in a hospital than designing a new chemical
disinfectant. Because the focus is on the problem and using
the design process, the topic choices for students are
infinite.

EDD is about the journey of seeking a well-justified
original solution to a real-world problem. Some solutions
will prove to have merit as a potential solution, but when
tested, will prove to have little value in solving the
problem. Some solution attempts will prove to cause as many
new problems as they solve, and some will prove to have
great merit toward solving the problem in the end. No one
will know the solution outcome at the beginning of the
journey, but all groups will move through the problem
solving process and gain skills they will be able to
implement in any profession for the rest of their lives.

Concepts

1. The engineering design process is both a guide and a
series of waypoints for effective problem solving and self-
evaluation as an engineer moves through the process.

2. Individuals and other entities put extraordinary
effort into protecting their intellectual property so they
can control who has access to and use of their work and to
maintain rights to profit from their ideas.

3. Procuring a patent from a government provides
intellectual property protection and indicates that the idea
is considered useful, novel, and nonobvious.



Activity 1.2.3 Project Management

Student task:

Procedure

Typically Gantt Charts are created for long-term projects
and are organized by days. You will be creating a Gantt
chart for the whole year. After completed, you will submit
your Gantt chart to your mentor.

1. You will use a Microsoft Excel template to complete
your Gantt Chart.
2. Your teacher will give you the dates for each
assignment and task that you must complete.
3. Review the Team Responsibilities handout to document
team member responsibilities and guide your Gantt Chart
creation.

Mentor task: Please start a conversation about the
importance of project management and finishing a project on
time and within a budget. The students will upload the
Excel document (Gantt chart). After you have approved the
Gantt chart, please state that in your communication with
your student. This will be necessary for them to get a
grade on Act. 1.2.3 Project Management



Lesson 2.1 Identify a Valid Problem

Preface

The first step in every technical problem-solving endeavor
is to concisely define the problem. This is crucially
important. The problem statement is the foundation upon
which all problem-solving effort is based. A well-written
problem statement, simply stated, clearly identifies a
problem. The problem statement allows the students to focus
effort. It also serves as a means to measure the success of
the design effort. When the result of the design and
development process successfully solves the problem as
stated in the problem statement, the student can say that he
or she has a workable design. For this reason, it is
important to carefully craft a concise and specific problem
statement.

An acceptable problem is one for which there is no known
solution, or one for which there is a solution that can be
significantly improved upon. It must be valid (i.e., not a
problem because the student says so, but because other
credible sources agree that it is a problem) and justifiable
(i.e., the effort to solve the problem is warranted based on
need and cost). This lesson will guide students in the
selection of a valid problem on which to base their work for
the remainder of the course and in the writing of a concise
problem statement. Students will use the researching skills
they have accumulated throughout their school years to
discover as much as they can on the topic of their proposed
project in order to validate their problem. Research should
not be restricted to “traditional” sources, such as books
and professional journals, but should also include research
techniques such as personal interviews, patent searches, and
investigating web bulletin boards. During the problem
selection process, students will also be encouraged to
consider their own abilities, the available resources and
school facilities, and time constraints.

Concepts

1. An accurately written problem statement identifies a
need and guides the design process that will be used in
engineering design problems.

2. An accurately written problem statement aids in
determining whether the result of the engineering design and
development process has solved the identified problem.

3. Experts are professionals that have specific
knowledge in an area of interest and can guide the research
needed for accurate justification and solutions to design
problems.



Activity 2.1.1 Choosing a Topic

Student task:

Procedure

You will summarize and document your thoughts using notes
recorded during the Choosing a Topic presentation. After you
watch the presentation, record the following in your
engineering notebook.

1.Review the Brainstorming Help document. Record two topics
that you think are most worth pursuing.
•An example might be “Cars”
2.For each topic list two or more significant problems that
you believe could be solved.
•An example of a significant problem might be “Cars create
pollution.”
3.For each significant problem, brainstorm three or more
specific and manageable problems.
•Examples of more specific and manageable problems include
“Vehicles emit a lot of unnecessary pollution while stuck in
traffic,” or “Burning fossil fuels to power cars creates
pollution.”
4.Research each specific and manageable problem using the
Internet or other available resources. Document that each
problem is valid; that is, that other credible sources
believe each to be a problem and that insufficient solutions
or no solutions exist. Research multiple sources that can
include statistical data (e.g., the National Association of
Underwriters says 60,000 home fires each year start while
using a deep fryer), bulletin boards (e.g., three out of
every ten postings on a motocross website bulletin board
talk about the problem of keeping dirt out of the drive
chain), and written technical dialog (a medical journal
discusses an alternative diagnostic procedure that could be
possible if only there were an instrument flexible enough to
. . .).
Record statements about and/or pertinent to each problem and
cite your sources. Be sure to include each source in your
list in the Reference section of your engineering notebook.
Use the Citations APA Style document to help you correctly
cite your sources.

5. Share your ideas with your mentor. You must have
mentor approval before this assignment will be graded.

Mentor task: You have selected a student based on common
interest. After talking with David Neils, we are hoping
that your business might have a project that my students
could develop. Some students might come to class with a
project idea that they want to develop with your help.
Along with me, please help the student choose a project that
can be sketched, drawn with Inventor (CAD), and built by the
student in my classroom.



Activity 2.1.2 Forming Teams

Student task:

Procedure

You will create and present a PowerPoint presentation to be
evaluated by your classmates. This activity will provide a
team formation starting point. This information and input
from your instructor will be the basis for dividing the
class into teams.

Presenting Problem Ideas
1. On your PowerPoint, feature your top problem idea.
Include research from Activity 211 to support that your idea
has not been developed or has a patent.
2. Present your ideas to the rest of the class in a
convincing manner.
3. During your classmates’ presentations, take notes.
Determine presentations that identify interests similar to
your own.
4. Work with your instructor to form teams.


Mentor task:

We are hoping to create teams of 3. I will group the
students with similar interests. Start a conversation about
how to work with a partner(s). They will work on this
project all year. 		Performance Objectives Lesson 1.1

It is expected that students will

· Justify why some discoveries are inventions and
others are innovations.

· Conduct patent searches and judge which patents are
most relevant to a given topic.


Performance Objectives Lesson 2.1 Identify a Valid Problem



It is expected that students will:

· Appraise current and past products to inform the
creation of a problem statement.

· Brainstorm problem statements for unique innovations
or
inventions.

· Write clear, complete, and concise problem
statements.

· Document research that validates and justifies
problem
statements.

· Summarize and critique the most relevant content of
research and patents.

· Distinguish between credible and non-credible
sources
while conducting research.

· Develop and use a decision matrix to choose a
problem
statement.

· Evaluate classmates’ problem statements.

· Communicate professionally with experts and mentors
on
a specific topic.

· Record and organize correspondence with experts and
mentors.
2 Unit 2 – Define the Problem


Preface

In the previous lesson, each student group should have
selected a valid problem on which to base their project work
in EDD. Once sufficient validation of the problem is
obtained, the students should move on to the next step,
justification. This lesson will guide student groups through
a process of justifying their problems wherein students will
gather evidence to support pursuit of a solution to their
problem.

In EDD, evidence that a problem is justified will be
gathered via market research and analysis. By the end of the
lesson, teams should be able to produce a project proposal
that addresses a valid problem that is not overly
constrained by a lack of necessary resources and that is
justified by market research and analysis. The proposal will
include a project schedule (Gantt chart) that clearly
identifies the scope of the work to be completed.

The essential point in justifying the problem statement is
to reinforce the academic validity of the entire project. It
is not acceptable to work on a whimsical problem. The
students must use external validation to prove that the
problem they choose to work on is significant. Perspective
is important. While this is an important component of
justification, it should not consume the majority of the
time available. In reality, searching the literature for
validation should take only two or three days. A survey
should take no longer than 10 days, most of which is time
waiting for replies from survey recipients.

If insufficient justification is found, the students should
seek a new problem.

Concepts

1. Market research aids business and industry in making
better decisions about the development and marketing of new
products.

2. Effective market research focuses on potential users
and buyers to gauge whether a problem is worth the
investment required for it to be solved.

3. Most innovations and inventions require time and
capital that are not available to individuals, so it is
necessary to communicate the need and available market to an
entity that can provide the necessary resources.

4. Engineers utilize math and science principles,
concepts, and laws to solve problems.


Activity 2.1.3 What is the Problem?

Introduction

You come into contact with new products frequently. Some of
these new products improve upon time-tested designs. Some
come about because another new process, product, or material
provided an opportunity to improve upon an existing product
or opened the door for another new product. Some products
are based on a completely new idea and solve a very specific
problem. In every case, a new product begins when someone
identifies a problem that they he believes needs to be
solved. However, before a problem can be successfully
solved, the problem must be well defined.

Student Task:


Procedure

For this activity you will look at 7 different products to
evaluate. (Silly Solutions.ppt) You will write what you
think the problem statement could have been for 1 of
products.

1. Write a problem statement that identifies a possible
reason why the product you are evaluating was created. While
it is possible that the product solves more than one
problem, remember to choose only one aspect about which to
write a quality problem statement.
2. Use the Problem Statement Evaluation document to
improve your statement.
3. Evaluate three of your peer’s solutions on the
Problem Statement Evaluation and give feedback.
4. Re-write your problem statement in pencil or pen at
the bottom of the Problem Statement Evaluation.

Mentor Task:

This lesson is to practice writing a high quality problem
statement. I will have the student upload the Problem
Statement Evaluation for your review. Use the following as
a guide.

1) The problem is clearly and objectively identified with
concise language and defined with consistent precision of
detail.

2)Who, what, when, where, and how are specifically addressed
in substantial detail.

3)The problem statement is worded to allow an unlimited
number of possible solutions.

Note: Your evaluation will be necessary for the student to
get a grade for this assignment.

Note: If you want to see the Powerpoint (Writing a Problem
Statement) example of a problem statement, we can upload
that to you.		 Performance Objectives

It is expected that students will:

· Appraise current and past products to inform the
creation
of a problem statement.

· Brainstorm problem statements for unique innovations
or
inventions.

· Write clear, complete, and concise problem
statements.

· Document research that validates and justifies
problem
statements.

· Evaluate classmates’ problem statements.

· Communicate professionally with experts and mentors
on a specific topic.

· Record and organize correspondence with experts and
mentors.
3 Project 2.1.4 Choosing a Problem

Introduction

Like the blueprints for building a house, a problem
statement acts as the plan that the researcher follows as he
performs the research. The problem statement must focus the
separate pieces of work on the same goal. Like a blueprint,
the more accurate and detailed the problem statement, the
more likely the project will succeed.

The most fundamental component of a solid research project
is a clear and concise problem statement. If the problem
statement does not contain specific language, the researcher
may go off on tangents. A solid, in-depth understanding of
the research and information surrounding a specific topic
will support such a statement. The ability to specifically
identify and define a valid problem to be solved is a true
hallmark of a successful professional in any field.


Student Task:


Procedure

Your team members were brought together because you all have
interest in one or more similar topics. In this activity
your team will begin with those common interests and work
toward formulating a problem statement that will define the
problem on which you will work for the remainder of the
year. Remember that you must document all work related to
your design project.

1. Individually propose three problem statements for
consideration. Use the Problem Statement Evaluation to
improve each.

2. For each problem statement, collect three credible
sources that indicate that the problem exists. Use the
Effective Research document to evaluate each source. If you
cannot find three credible sources (see Research Summary
Sheet), then adjust the problem statement or use a different
one so that the problem is at least preliminary validated.

3. Assign a number to each problem statement. Each
member of the team should individually evaluate each one.
Compare notes, and as a group select a problem. Use the
Problem Statement Matrix to help you choose among the ideas.
Keep in mind that your problem statement may change or may
be modified during a later stage.

4. Locate 2 associations, organizations, or
professional societies that relate to your chosen topic
area.
• Record contact information for each organization in
the Contacts section of your engineering notebook.
• Request information from each group that will help
advance your research. Be sure to record the details of your
correspondence in the chronological section of your
engineering notebook. You may use the Correspondence Log to
record the appropriate information about your contact and
then insert the information into your engineering notebook.

5. Using the Working with Experts and Mentors document
as a guide, contact at least 2 experts and obtain feedback
on the problem statement that you are considering. (You can
use your mentor as 1 expert)
• Record the experts’ contact information in the
Contacts section of your engineering notebook.
• Request that the experts mail information to your
group. Be sure to record the details of your correspondence
in the chronological section of your engineering notebook.
You may use the Correspondence Log to record the appropriate
information about your contact and then insert the
information into your engineering notebook.

6. Find and record at least 6 patents that solve a
problem similar to yours or that poorly solve your problem.
• Print each patent and complete a Patent Summary
Sheet for each.

7. As a team research at least 10 artifacts (patents,
pictures, articles, etc…) that support the validity of your
problem statement and provide supporting information. To
validate your problem, show that experts believe it to be a
problem, consumer/users believe it to be a problem, that
data supports the need for a solution, and/or that examples
exist of unsuccessful attempts to solve the problem or that
the attempts to solve the problem have significant flaws.
• Document each artifact and complete a Research
Summary Sheet for each.

8. (Final Problem Statement) Create a document that
conveys your final problem statement. Include the most
significant supporting information that you found during
your research. Be sure that your problem statement answers
all of the following questions:
• Who says there is a problem?
• What exactly is the problem?
• Where does the problem exist?
• When has it happened and for how long?
• How prevalent is the problem (statistics)?

Mentor Task:

#8 is the team's final problem statement that will lead to
the final solution and prototype. Have the student share
their final problem statement. Make sure it answers Who,
What, Where, When, and How. It should also allow for
multiple solutions to be created from the statement.

Note: Your input will be needed for them to get a grade on
this assignment.


 Performance Objectives

It is expected that students will:

· Summarize and critique the most relevant content of
research and patents.

· Distinguish between credible and non-credible
sources
while conducting research.

· Develop and use a decision matrix to choose a
problem
statement.

· Communicate professionally with experts and mentors
on
a specific topic.

· Record and organize correspondence with experts and
mentors.
4 Activity 2.2.1 Problem Statement to Statement of Purpose

Introduction

Your team has chosen the problem you will address, but what
are you actually going to do or accomplish? There is value
in having both a problem statement and a statement of
purpose. For some, knowing the specific problem to be solved
(problem statement) has value, while others want to know
what will be done to solve the problem (statement of
purpose). Writing a statement of purpose will give your team
an opportunity to refine your goal and create a succinct
statement to convey the purpose of your efforts. You might
think of the statement of purpose as an elevator pitch. In
other words, what would you say to someone you just met in
an elevator to explain what you are working on in the time
it takes to ride the elevator from the first floor to the
top of the building?

Student Task:

Procedure

Your team will translate your problem statement into a
statement of purpose. Use the guidelines from the Problem
Statement to Statement of Purpose presentation to help
create the statement of purpose. The statement will be
useful for direction and for documentation going forward.

A Statement of Purpose
• Is short, focused, and direct (+/- 20 words)
• Is clear enough to make sense to a general
audience
• Delivers the essential points
• Answers the question, “What are you going to do?”
• Begins with a verb

Mentor Task:

Have the student share their Statement of Purpose with you.
Use the following as a guide.

1) Concise
2) Leaves room for multiple solutions
3) Specific enough to be solvable in the given time frame
and with available resources
4) Does not imply a solution
5) Answers the questions:
Who, what, where, when, and how many?

Note: Your input is required for the student to get a grade
for this assignment.

Note: If you would like the Powerpoint, (Problem Statement
to a Statement of Purpose) we can upload it to you.

 Performance Objectives

It is expected that students will:

· Create a Statement of Purpose using the details from
their problem statement.
5 Project 2.2.2 Knowledge of the Marketplace

Note: Mentor with marketing experience is desired.
Additional mentors for this step would be helpful if
necessary.

Introduction

Market research is the process of systematically gathering,
recording, and analyzing data about a product, process, or
service; the customers; the competitors; and the market
demand. The information gathered during market research can
help a research engineer or designer make decisions, create
a plan of action, fine tune an existing product or service,
expand into new markets, or create a totally new invention.
This process may result in a new product, process, or
service.

You have already determined that the problem your team wants
to solve exists and is valid. Now you want to ensure that
the problem is worth solving so that your efforts are not
wasted on developing a product that will not be used or
purchased. This project will help you justify the effort and
expense that will be required to solve the problem. The
information you collect and organize for this project will
become components of Project 3.2.4 Design Proposal.

Student Task:

Procedure

Gather information for each of the following sections to use
in Project 3.2.4 Design Proposal. Be sure to document all of
your research and include, if applicable, contact
information and references in the appropriate sections of
your engineering notebook. Create a preliminary draft for
each section, using the headings listed below, to present
the required information. As with the technical writing that
you have completed in other PLTW courses, all information
should be succinct and well organized.


Existing Similar Products

Use your research from Project 2.1.4 Choosing a Problem and
additional research, as necessary, to gather information
about existing products that address your team’s problem.
For each similar product that you identify, describe the
product (including images), explain why the product solution
falls short, and detail why your solution will be more
valuable or desirable.


Evaluating the Competition

When examining the competition, you will likely detail some
products or systems that you previewed when you were
investigating similar products. While those are important to
evaluate, it is especially important to consider how people
are avoiding the problem or solving the problem in an
unanticipated way. What is currently being done to avoid the
problem might be your biggest competition. Consider asking
people what they do to solve or avoid your problem. Remember
to also consider unlikely competition. For example, bicycles
and cars are different but do compete on a certain level.

Answer these questions:
• Who/what are your major competitors?
• On what basis do you compete?
• How do you compare?
• Who are potential future competitors?
• What are the barriers to entry for new competitors?


Identifying Users and Buyers

This section will identify and describe in detail the
anticipated users and buyers of your product. A graphic
organizer is likely the best method for documentation.
Include descriptive notes.


The Market

Specifically identify your anticipated target market
(including, at a minimum, age, income, education level, and
geographic location) and explain why this is or should be
the target market. Many times demonstrating the existence of
a market can be accomplished using indirect evidence. For
example, if you propose to solve a problem with
unintentional dialing of a particular model of cell phone,
you can document evidence on the number of users of this
model of cell phone. Make an educated guess to estimate what
you believe could be your market share. Determine as
accurately as possible the Total Available Market.


Justification

Justify the effort and expense that will be required to
design a solution to your team’s problem by discussing the
relative size of the target market and your preliminary plan
to reach the target market.

Mentor Task:

The students will be presenting their ideas to our advisory
board in the form of a design proposal. They will present
the information as a sales pitch to get support for idea.
The information in this assignment will be very important.
Please help by evaluating the information they collect.

Note: Your feedback is required for the student's grade on
this assignment.

 Performance Objectives

It is expected that students will:

· Evaluate the market to determine whether solving the
problem is compelling to other entities.

· Identify the target market for a potential solution
to
an identified problem.

· Identify math and science concepts that will be or
could be utilized in the process of solving an identified
problem.

· Create and execute a market research plan to gather
data related to an identified problem.
6 Project 2.2.3 Conducting Market Research

Note: Mentor with marketing experience is desired.
Additional mentors for this step would be helpful if
necessary.


Introduction

Before you decide to develop a product to solve a perceived
problem, it is advisable to perform direct market research
as part of your overall market research effort. Direct
market research can help you determine whether your
perception of the problem is accurate. If consumers feel
that the solution to a problem is not usable or not worth
the cost, then the design effort is not justied. The needs
and wants of the consumers and users should be evaluated
before investing significant time or money into the
development of a new product or process. Data gathered first
hand from direct observation or feedback gathered verbally
or in written form directly from the consumer/user can
provide valuable information that can help you estimate the
potential market for your solution.

For this project your team will design a market research
plan and collect market data about the problem that you
intend to solve directly from potential consumers and/or
users. As you begin to devise potential solutions to the
problem, it may be judicious to perform additional market
research to justify specific solution paths.

Student Task:

Procedure

Plan and perform direct market research to help define and
justify your problem. Then analyze the results of your
research in order to determine consumer/user wants and
needs. You can choose from different methods to gather
market data. No matter your method(s), you should seek
information that is directly related to your problem
statement and that leads to answers to the following
questions:

• What do you need to know in order to design and
develop a solution to your chosen problem?
• What is the need or want in your problem statement
that is causing a problem?
• What customer(s) will be interested or served by a
solution to the problem?
• Is the assumed target market correct, smaller,
larger, etc.?
• Do products exist that already serve as a solution?
• What competitors affect your solution options?
• What solution characteristics and features are most
important?
• How much would people pay for a solution?
• Is the problem definition adequate or is the problem
broader or narrower than the original problem statement
indicates?


In order to obtain data that is directly applicable to your
project justification, administer your market research
survey to people who can provide useful information. In
other words, if you plan to design a method of ankle support
for athletes, attempt to limit your administration to
athletes and sports medicine professionals. Feedback from a
sedentary senior citizen would provide little useable
information in this case. Look for opportunities where you
can reach a large number of people that will be users or
consumers of your product.



Surveys

Surveys are generally the best way to obtain responses from
a large number of individuals. You can deliver and retrieve
surveys in person, by phone, using the Internet, or by mail.
For this course, in-person or online survey tools are
probably the best methods.


Mentor Task:

I will train the students how to use Google Drive
(Spreadsheet)to create a professional looking survey that
can be emailed to people. They want to get 100-300 survey
results if possible. We would like to get survey results in
about 3 weeks. The survey will help them with their final
design.

Your task will be to evaluate the questions. Are they well
written? Do they answer the above questions? Will they get
the data they desire?

We have had trouble getting surveys to the people who could
help the most. You could help the students by forwarding
the survey to people you know.

Note: Your input will be required for a grade on this
assignment.

 Performance Objectives

It is expected that students will:



· Evaluate and communicate data collected during
market research.

· Create a document to summarize important information
and research in order to justify moving forward with a
chosen problem.
7 Unit 3 – Design a Solution

Preface

The importance of detailed specifications cannot be
overemphasized. Well-written specifications ensure that the
product or service developed is the one that was
anticipated. Accurate specifications are necessary to
maintain the desired consistency, quantity, quality,
performance, and appearance of products that are to be
delivered.

Designers are not always able to include everything they
want in their design solutions. Multiple factors must be
considered and trade-offs accepted during the design
process.

Students will begin this lesson by creating a design
specification that describes their design solution criteria
and the constraints that will be imposed on the design
solution. Students will devise at least five possible
solutions to compare and evaluate using the design
specification that they create in order to reduce the number
of potential solutions considered. Next, teams will obtain
feedback from potential consumers, stakeholders, and experts
regarding the design options. Finally, based on the results
of the evaluation, students will narrow their design
solution options to a single best option that will be
developed in subsequent lessons. They will also provide
justification for their selection.


Project 3.1.1 Design Specifications

Introduction

Although the work of a product designer relies heavily on
imagination and creativity, it differs from the work of an
artist in that a product designer typically has
functionality or marketability in mind. An artist may have
the freedom to put together any combination of materials,
colors, and textures formed into any size or shape to create
an end product without regard to function. A product
designer, in contrast, must work within multiple constraints
and must constantly focus on both the form and function of
the final product to ensure that the final design meets all
of the requirements necessary to make the product
successful.

Engineers use a written document, called a design
specification, to clearly define the features and
performance needed in order for a design to successfully
solve a problem. Writing a design specification occurs as
soon as the problem has been defined and is essential to the
process of generating potential design solutions. The design
specification explicitly states the criteria that the final
solution must meet and the constraints that will be imposed
on the design solution.

You have already written a Problem Statement and a Statement
of Purpose. Based on this work and your research, you will
create a design specification for your product.


Student Task:

Procedure

Consult with your customer(s) or intended customer(s) and
type the answers on this document (T: drive). Print and
glue a copy in your engineering notebook. Note that an
example design specification (which includes more criteria
than listed below) is available at

Google search:

http://www.ider.herts.ac.uk/school/courseware/design/pds/exa
mple.html.


Use the information you gather to craft your design
specification.

1. Who is the target consumer?

Divide the following list of criteria among your team
members. Each team member will then identify specific
requirements necessary for a successful solution related to
each assigned element. Be as specific as possible and
include measurable values where applicable. For example, use
“Within one second the device must warn the vehicle driver
and disengage the cruise control when the car attains a
distance of less than 50 ft directly between itself and
another vehicle” rather than “The device must warn the
driver and slow the vehicle when the car is too close to an
object.” Be sure to identify the source(s) of the
information on which you base each constraint. Add
additional criteria as needed.

• Customer Needs. What does the customer want/need?

• Performance. What must the product be able to do? Be
specific.

• Target Cost. What is the anticipated cost to the
consumer for this product?

• Size and Weight. What size should the product be, or
what restrictions to size exist? What are the weight
restrictions on the product?

• Aesthetics. Are there preferences in the appearance
features of the product (color, surface treatment, shape,
material)? If so, describe them.

• Materials. Is there a specific material or materials
that must be used? If yes, describe it.

• Safety and Legal Issues. Identify potential safety
and legal issues that may arise from the use of this
product.

• Ergonomics. Identify considerations for the
ergonomics of the product.

• Operating Environment. Identify the environmental
conditions relevant to the manufacture and use of the
product (temperature, corrosion potential, dust or dirt,
pressure, humidity, vibration, noise, degree of abuse,
etc.).

• Global Environment. Will the product include any
toxic or dangerous substances? What is the plan for disposal
of the product at the end of its useful life?

• Service Life. What is the required service life of
the product?

• Product Life. What is the anticipated length of time
that the product will be produced before it is replaced by a
newer version or alternate product?

• Durability and Maintenance. Will the product require
routine maintenance during its service life? If yes, answer
the following.

o What specific parts of the product must have easy
access for maintenance?

o What is the anticipated maintenance schedule?

o Are special tools required? How will they be
acquired?

o Will replacement parts be required? How will they be
acquired?

• Additional Criteria



2. As a team prioritize your list of criteria from most
important to least important.


3. As a team list applicable constraints that the
designer must work within. Be specific. In other words,
listing “time” as a constraint is not acceptable – you must
state specifically how much time is available for the design
process.


4. Attempt to obtain validation of each criterion and
constraint by multiple qualified representatives from each
of the following groups: end-users, stakeholders, and field
experts.


5. Create a design specification document for your
project. Include the following.

• Name of Product
• Designer
• Target Consumer

Design Specifications organized according to priority

Mentor Task:

This is one of the most important steps. One of the biggest
challenges we have every year is what material to use for
the prototype. I require them to know the materials they
will use before sketching in the next step. This is when we
start to order materials from Amazon, Home Depot, Lowes,
etc...

We don't have an unlimited budget. Your task will be to
review the design specification and make recommendations
until they have enough to start developing concept sketches.
I expect the design specification will change as they
continue through the project. They will have to revisit
this document several more times during the project.

Note: Your input is required for a grade on this assignment.


 Performance Objectives

It is expected that students will:

· Identify and describe specific criteria for and
constraints to the design of a product.

· Write a clear, complete, and concise design
specification.
8 Activity 3.1.2 Concept Development

Introduction

Rarely does the first solution idea develop into a superior
final solution. The best solutions often result after
generating a large number of design ideas and then using the
design specification to systematically select several of the
most promising design ideas for further investigation.

In order to evaluate the relative merit of alternate ideas,
each design concept must be developed to a point at which
its characteristics can be compared to the characteristics
of other ideas and existing products. In order to
communicate the features and function of a design idea,
designers commonly create a product concept document that
includes a visual representation of the idea (such as a
sketch or 3D model) and a written description.

In this activity your team will select several promising
ideas that resulted from your brainstorming efforts. You
will then further develop each of the selected ideas and
document each product concept.

Student Task:

Procedure

1. Review the design specification for your project.

2. Gather all of the documentation created for your
team’s brainstorming efforts and review the design ideas
that were generated.

3. Add any additional ideas that team members may have
generated since the brainstorming session(s) and consider
altering or combining documented ideas to create better
concepts.

4. As a team, select at least 5 (but not less than
twice the number of team members in your group) of the most
promising ideas from the concepts generated for further
development. Document and justify your choices in your
engineering notebook.

Assign each of the selected concepts to a team member.

5. For each assigned concept, perform additional
research as necessary and refine the concept idea. Create a
product concept document to include an annotated sketch
using the Product Concept template. Be sure to include
preliminary ideas about general size and shape, materials,
and other product features that will be incorporated to
address the design specification requirements. Note that
each team member should be responsible for creating concept
documentation for at least 2 different concept ideas. Insert
your work into your engineering notebook.


Mentor Task:

The students will upload pictures of their sketches for your
review. Please review and give feedback about their design.
Have a conversation about material, cost, function, size,
and any other areas you think they can improve the design.
These sketches will soon be redrawn using Inventor (CAD)
software. The sketches will also be important in their
design proposal when they present their ideas to the
advisory board members.

Note: Your input is required for a grade on this assignment.

 Performance Objectives

It is expected that students will:

· Generate and document multiple potential solutions to
a problem.
9 Project 3.1.3 Best Solution

Introduction

So many good ideas, but only 1 will be developed. How do you
choose the design that will lead to the best solution of the
problem? In some cases the design team does not make the
choice – the decision is made externally by the customer,
client, the marketing department, or someone else. In other
cases one particular design is somewhat arbitrarily
designated as the “golden” design based on personal
preference or intuition, perhaps by only a single person.
Another method used to choose a solution path is to have the
design team vote for the best design. These methods may
require little time and effort on the part of the design
team, but their effectiveness can vary widely.

Alternatively, using a structured selection method can
provide a more objective analysis of options, solid
justification for the final selection, and will often
produce a better result than those methods mentioned above.
A decision matrix is commonly used in a structured selection
process to objectively compare alternative concepts. The
design specifications and customer needs are used as the
basis of comparison to rate and rank each alternative
concept. Based on the results of the decision matrix
analysis, concepts can be eliminated, revised, or combined
to create new and improved concepts. New issues that arise
during the analysis may also necessitate revisions or
additions to the design specifications. If multiple
promising solutions remain, a new decision matrix can be
created and the process reiterated until a single design
concept emerges as the best choice.

In this project your group will select the best design
solution to pursue from the multiple concepts that you have
generated. In the selection process, you will refine your
design ideas and use a decision matrix to compare them based
on the design specification and customer requirements. You
will also seek input and suggestions from individuals
outside your design team.


Student Task:

Procedure

1. Using a decision matrix to compare the concepts
created in Activity 3.1.2 Concept Development, identify the
3 most promising concepts for your project. At least one of
the concepts must be an optimization of or a combination of
two or more of your documented product concepts. Record your
findings and justify your decisions in your engineering
notebook.

2. Document any new or revised concepts using the
Product Concept template. Note that there should be at
least one new or revised product concept.

Mentor Task:

The decision matrix is used to make a logical decision on
which design they should develop. The students will upload
the decision matrix and the final sketches for you to
review. Please look at the specification to see if they
used criteria from the design specifications they developed
earlier in the class.

Note: Your input is required for a grade on this assignment. 		Performance Objectives

It is expected that students will:

· Develop a decision matrix to compare and rank
potential solutions.

· Distinguish between practical and potentially
successful design solutions and solutions that are not
practical or potentially successful.

· Combine, refine, and optimize conceptual ideas to
effectively solve a problem.

· Communicate design concepts using visual and written
documentation.

· Evaluate other teams’ conceptual solutions and make
recommendations.

· Evaluate feedback from reviewers and modify design
concepts as appropriate.

· Collaborate with teammates to select a solution path
to pursue.

10 Unit 3.2 Develop a Design Proposal

Preface

Once student teams have identified their solution path, the
process of developing the selected concept into a workable
solution begins. The final goal of this lesson is to develop
and document the product design in detail so that, in
following lessons, a prototype can be built and tested. In
many cases designers are expected or required to present
their design to other interested parties (e.g., potential
investors or research and development teams within companies
that will decide whether development of a product will
continue, etc.).

In this lesson student teams will consider many factors that
affect the success of a product (such as function,
aesthetics, ergonomics, etc.) in order to refine and improve
their product design. They will also consider the ethical
implications of product design and the consequence, good and
bad, that their product or the potential failure of their
product may have on people, the environment, and society.
Based on this ethical analysis, students must decide whether
the benefits of their product outweigh the risks and if
further development of the product is the right course of
action.

If further development of the product is justified, students
will begin to develop a business plan in order to document
information about the industry in which their product will
compete and detail strategies to make their product
successful in that industry. Most successful companies and
entrepreneurs develop a business plan in order to set goals,
to guide operations toward reaching those goals, and to
assess the level of achievement of those goals. In many
cases potential investors also require a business plan as a
means to determine the potential success of an endeavor.

At this point in the design process, students will create a
design proposal that will provide detailed documentation of
their proposed product design and information gathered for
their business plan to provide justification for further
development of their product. In some cases the research may
show that the product cannot successfully compete in the
market, forcing students to return to previous steps in the
design process to modify the problem, their concept
selection, or details of their design. Based on the design
proposal, the teacher (and review panels, if applicable)
will decide whether students have performed adequate
research, provided sufficient documentation, and adequately
justified further development of their product.



Project 3.2.4 Design Proposal

Introduction

Your team has done a lot of work to devise, justify, and
validate a problem solution. If you intend to continue down
your planned design path, you need additional resources to
further develop the design. Often, inventors or innovators
will have to present their proposed design to other
interested parties, such as a bank or investor, in order to
solicit the needed resources to build and test a prototype
of their product. And, typically, inventors and innovators
will have to make additional presentations and provide
progress reports as they proceed through the design process.
Often, each new report and/or presentation adds to or
revises information previously presented and is tailored to
the specific audience to whom it will be presented.

In this project you will prepare a written proposal and make
a short oral presentation to present your proposed design
and justify further development of the product. Your
presentation should be persuasive but truthful. More than
likely, for this course, you must convince your instructor
that you have completed the work and investigation necessary
to move forward, but you may also need to convince a panel
of experts that your design has merit and that it is worth
the risk of committing resources to further develop the
product. This proposal will also become an important part of
your final project documentation.

Student Task:

Procedure

Your team’s proposal is primarily a collection of your
research, validation, and justification for further
development of your product. Gather and organize all of your
data related to this project. Prepare a written proposal.

1. Prepare a written proposal. Your document should be
created electronically and in an 8.5 x 11 format. It should
include all sections detailed below and should meet any
expectations set forth by your instructor. Beyond that, it
is up to your team to ensure that the document is
professional and impressive. It is your goal to create a
proposal that will sell and support development of your
product.


The following formatting tips are recommended:

• A serif typeface, such as Times Roman
• 10 to 12 point type
• Page margins of at least 0.5 inches
• The use of color when possible
• The use of graphics when it enhances and supports
your text
• The use of front matter (Table of Contents, List of
Figures, etc.)

Your proposal should include, at a minimum, the following:


Title Page

The title page should at least include a title (for example,
A Proposal for _______), team member names, and the date.



Executive Summary

The summary is a condensed version of your entire proposal.
Remember that you are trying to convince investors to help
support further development of your product. This section
should convince them to read further. Please note that your
Executive Summary from your Problem Proposal is not
sufficient here since you have gathered a wealth of
additional information since you wrote that document.



The Industry

Provide an overview of the industry sector in which your
product will compete. Include industry trends, other
companies in the industry, and estimated industry sales.
Explain strategic opportunities in the industry and where
your business fits within this industry. Elaborate on your
problem statement and statement of purpose in order to
properly support and justify your problem. For example you
could include a source for statistics or a map of a
geographic location.



Market Analysis

Describe the primary target market for your product and the
target market’s needs. Include an explanation of how these
needs are currently being met. How can you be reasonably
certain that there is a need and demand for the product?

Also describe the Total Available Market and an estimation
of your market share. Refer to the Knowledge of the
Marketplace, Conducting Market Research, and the Market
Analysis in your Project Proposal prepared during Project
2.2.2 and 2.2.3. Compile and revise this information as
necessary to reflect your more recent research and
development.



Competitive Product Analysis

Describe the products that will compete with your product
and assess their strengths and weaknesses. Explain your
strategies to take advantage of the competition’s weaknesses
and obtain a competitive advantage. How will your product
stand out among the competition?


Design Specifications

List the design specifications created in Project 3.1.1 with
any necessary revisions based on your more recent work.


Product Design

Present your proposed product design and anticipated cost
from Activity 3.1.2 Concept Development.


Design Justification

Justify the validity of your design. Include your ethical
justification and your research (Act. 2.1.2 Forming Teams),
including market analysis data (Project 2.2.3 Conducting
Market Research), patent research (Project 2.1.4 Choosing a
Problem), and feedback from potential consumers and experts.
It is important to justify why you believe there is a
problem and why your product will solve that problem better
than the competition. How can you be reasonably certain that
your product will be successful in the marketplace?


Project Management

Update your Gantt chart (from Lesson 1.2) to reflect any
changes to the timeline for all of the tasks (and the people
responsible for them) that will need to be completed in
order to finalize your design within the bounds of the time
allowed for the project by your instructor.


Appendix

Include important documents that support your product design
but disrupt the flow of your proposal text.


2. Prepare and present an informal 5 minute “elevator
pitch” to summarize your design proposal. As part of your
pitch, create a document that will help you sell your
product to a potential investor. Create and present a short
PowerPoint that matches your design proposal. Describe your
proposed product, its benefits, and why your product will be
successful. Your goal is to convince a prospective investor
to consider investing in your product and to read your
design proposal. You may want to choose only one or two
members of your group to make the presentation.


Mentor Task:

I will invite the advisory members to my classroom to hear
the student presentations and look at their design proposal.

Your task is to preview the design proposal and the
PowerPoint before they present to the advisory board
members. Please make recommendations on either document to
make it better.

Note: Your input is required for a grade on this assignment.

Performance Objectives

It is expected that students will:
· Assess their product design based on a variety of
design factors and implement design changes to improve their
product.

· Create a set of working drawings to document their
proposed product design.

· Perform a peer design review to evaluate their
product design in an effort to identify and correct
potential mistakes and flaws in their design.

· Perform a cost estimate to build a prototype of
their proposed product.

· Compare the positive and negative consequences of
their product design to determine the ethical implications
of product development.

· Perform competitive product analyses of products
that will compete with their proposed product.

· Communicate professionally with experts and mentors
to obtain feedback on the technical feasibility of their
product design, document the interactions, and implement
recommended changes to their product design.

· Create a document to present their proposed design
and provide justification for further development of a
product.
11 Project 4.1.2 Virtual Solutions

Introduction

The earliest known technical drawing in existence is the
plan view of a fortress drawn by a Chaldean engineer named
Gudea. The drawing was engraved upon a stone tablet. When
that first drawing is compared to modern drawings, it is
amazing to note how similar the drawings are in detail.
Later in 30 B.C., a Roman architect named Vitruvius wrote an
architectural treatise that stated, “An architect must be
skilled with the pencil and have knowledge of drawing so
that he can readily make the drawings required to show the
appearance of the work he proposes to construct.” To say
that we have come a long way since drawing on stone tablets
is an understatement; yet, the truth remains that a designer
must be skilled enough to portray his or her idea so that
his design is understandable and buildable.

Student Task:

Procedure

Create the Working Drawings

In this project your team will create technical drawings
that are necessary to explain your team’s design solution.
You will generate the technical drawings using Inventor
software.

1. Using the final design that your team has agreed upon,
create the necessary part files that make up your design
solution. Be sure to save them with easily recognizable
names (ALL CAPS); this will make the assembly drawings
easier to organize.

2. Create an annotated (dimensions) part drawing for each
part. Be sure to include all views, details, notes, and
dimensions necessary to fully represent the part so that it
can be constructed without verbal instructions.

3. Open an assembly drawing and bring in all the parts
needed for the assembly. Assemble the parts and apply the
necessary constraints.

4. Open a drawing sheet (BLANK IDW) and place the assembly
of your design solution in the bottom left hand corner of
the sheet. In the upper right hand of you sheet, place the
exploded view. Add balloons and create a parts list that
will go in the upper left hand corner. Include any other
details that are necessary to fully describe the design
solution. Save the file.

5. Note: You will need to document any refinements of your
design solution in your engineering notebook.

6. Place all of the dimensions and annotations needed to
build your design solution. You may want to have someone
from another team review your work to make sure that nothing
is missing.

7. Print out the drawing sheets and give it to your teacher
for evaluation.

8. Upload all parts and assembly files to your mentor for
their review.


Mentor Task:

Over the next 6 weeks, students will be developing the CAD
drawings that will lead to building the prototype. They
will upload you:

1) Part files: These are individual parts of their design
and should have full dimensions.

2) Assembly files: These should be all the parts assembled
together to show a 3D view of their design. They will also
explode the assembly to show how the parts fit together.

Note: Your input in required for a grade on this assignment.




 Performance Objectives

It is expected that students will:

· Sketch and annotate ideas and details while
designing a prototype.

· Use scientific, mathematical, and engineering
concepts to design a prototype.

· Evaluate choices of materials and fastening
procedures for a prototype design.

· Create virtual designs of a prototype.

· Determine and document resource needs, including a
bill of materials, tools, equipment, and knowledge required
to build a prototype.

· Identify subsystems of a prototype design.

· Identify opportunities to incrementally test a
prototype.

· Create a step-by-step plan for building a prototype.
12 Unit 4 Lesson 4.2.1 Build the Prototype

and Project 4.1.7 Build Procedure


Preface

A well-designed and well-built prototype will
make testing and the evaluation of the test data more
realistic and valuable. Students typically view this lesson
as the most exciting because they are actively engaged in
building their prototypes. Using the agreed upon step-by-
step explanation of the assembly directions will be
important since all members of the team will have their own
way of approaching the building of the prototype. Continued
emphasis on the brainstorming technique will result in a
better assembly procedure for their prototype. The
modifications reinforce the importance of continued
improvement across a project’s lifespan. Engineers seldom
have a design solution that satisfies all criteria on the
first try. Engineering change orders (ECOs) are a fact of
life for design teams. Keep in mind that the materials used
for the prototypes may have to be adjusted based on
availability and access to the equipment necessary for the
fabrication process.

At the end of this lesson, students should have a prototype
that is ready for testing. Encourage the students to take
the time to produce high-quality work so that they will have
credible data to evaluate.

Concepts

1. Material and equipment requirements are defined by
creating a materials and cost analysis during the
prototyping phase of a project.

2. Virtual solutions for designs allow engineers to plan,
test, and prepare for building a prototype.

3. Designers must consider characteristics such as
strength and weight of materials and fastening procedures to
be sure that the final design meets design specifications.

4. Prototypes can generally be broken down into
subsystems in order to isolate problems and conduct
incremental testing.

5. Engineers write step-by-step instructions for the
prototype assembly to guide the fabrication of the design
solution.

Student task: Correspond with your mentor and share your
sketches, CAD drawing, and resources you have to start
building your prototype. Share your build procedure with
your mentor.

Mentor task: Evaluate the student's sketches and CAD
drawings. They need to create a rough draft of how they
will build the prototype. They will upload a PowerPoint
explaining the steps. As they build, they will add pictures
to the build procedures. This will continue to modify the
build procedure document for the next several months.

Note: Your input is required for a grade on this assignment.

 Unit 4

Performance Objectives

It is expected that students will:

· (required mentor input) Correspond with professionals
and experts to acquire the resources needed to build their
prototypes.

· (Created in Semester 1) Sketch and annotate ideas and
details while designing a prototype.

· (Created in Semester 1) Create virtual designs of a
prototype.

· (Created in Semester 1) Create a step-by-step plan
for building a prototype.
13 Unit 4 Lesson 4.2.1 Build the Prototype

and Project 4.1.7 Build Procedure

Student Task : Share your math and science concepts with
your mentor. Have them evaluate your calculations to make
sure they a accurate.

Mentor Task : Have a conversation with the student about
the math and science they are using in their project. If
needed, recommend changes that will improve their design. 		Unit 4
14 Unit 4 Lesson 4.2.1 Build the Prototype

and Project 4.1.7 Build Procedure

Student Task : Share the material you are using on your
project. What is the material(s)? Where did you buy it or
get it donated from? How much did you spend? Share what
machines you will use to construct your prototype. What
will have to be done outside of class?

Mentor Task : Evaluate the student's materials and
construction techniques. Make suggestions about other
possible material they have not thought about. 		Unit 4
15 Unit 4 Lesson 4.2.1 Build the Prototype (continued)

and Project 4.1.7 Build Procedure


Student Task : Share your bill of materials with your
mentors. Have you mentor make suggestions about other
content that should be in the bill of material.

Mentor Task: Share with the student how a bill of material
is used at your business. Provide feedback on all student
work on this task. Share with the student the value of
iteration (student draft, mentor feedback, new draft) and
ask the student to show you how your feedback was
incorporated into the outcome of this step. 		Unit 4

Performance Objectives

It is expected that students will:

· (required mentor input) Use scientific, mathematical,
and engineering concepts to design a prototype.

· (required mentor input) Evaluate choices of materials
and fastening procedures for a prototype design.

· (required mentor input) Determine and document
resource needs, including a bill of materials, tools,
equipment, and knowledge required
to build a prototype.
16 Unit 4 Lesson 4.2.1 Build the Prototype (continued)

and Project 4.1.7 Build Procedure


Concepts

1. Prototyping provides the engineer with a scaled
working model of the design solution.

2. The construction of a physical model can enhance the
quality, efficiency, and productivity of the final product.

Student Task: Incorporate mentor feedback on your
prototype. When you have your prototype working, ask
your mentor how they test new products at their business.

Mentor Task: Have a conversation about the testing
procedures that you have experienced. Provide feedback on
the student's prototype and ask the student to show you how
your feedback was incorporated.

Note: Your input is required for a grade on this assignment.
 Unit 4


· (required mentor input) Identify opportunities to
incrementally test a
prototype.
17 Unit 5 – Test, Evaluate, and Refine the Solution
Lesson 5.1 Plan the Test Phase


Concepts

1. In order to gather useful data, specific criteria for
success or failure of a test must be determined before
testing begins.

2. Prototype testing is a controlled procedure that is
used to evaluate a specific aspect of a design solution.

3. A detailed description of the testing procedure helps
to ensure that the results of the design solution testing
are valid.

4. Data can be classified as either quantitative because
it can be measured or qualitative because it describes a
quality or categorization.

Preface

Why test at all? In engineering and science, a test is
conducted to either prove a hypothesis or to answer a
question. For instance, a tensile test can answer the
question, “How much tension can this material safely
withstand?” The strength of a material can only be
determined by testing it under very precise and controlled
circumstances. Or perhaps a skateboard deck was designed to
withstand repetitive loading resulting from a 200 pound
person jumping 24 in. high and landing on the deck over and
over. Testing can help prove the hypothesis that the deck
can safely withstand the design loads. In EDD, students will
need to determine either what question they are trying to
answer or how they can prove that their prototype performs
as designed. Either way, it is important to identify exactly
what data is needed and exactly how the test will be
conducted.

Activity 5.1.1 Test Criteria

Introduction

Generating solutions to a technical problem may seem easy;
however, in order to ensure that your design does, in fact,
solve the problem, you need to test your solution. Testing
should be designed to verify that the design specifications
have been met and that the design performs as intended. Test
criteria provide the benchmarks or standards against which
you will compare the results of the tests that you perform
on your prototype. When you formulate test criteria, always
identify a specific question that you will answer or a
specification that you will address. Consider both
quantitative and qualitative data requirements. Quantitative
refers to data that can be measured, such as mass, time, or
distance, and is represented by numerical values.
Qualitative refers to data that cannot be measured but that
describes some quality or categorization and may be
informal. Qualitative data can be pass-fail (attractive-
unattractive), yes-no (hot-cold), or categorical data
(gender, religion, excellent-average-poor).

Student Task:

Procedure

In this project your team will determine the quantitative
and qualitative testing criteria for your design solution.
You may need to access the Internet to help you answer some
of the questions necessary to define the test criteria.
Brainstorm as a team and complete the following steps.
Document your work in your engineering notebook.

1. Revisit your design specifications and list the
criteria/benchmarks that should be tested in order to ensure
success of your product.

2. For each criterion that should be tested, determine
specifically what you need to know. For example, when
testing a lamp shade, you will need to know if the material
of the shade can withstand the heat that the light bulb
produces without burning or melting.


3. As a team brainstorm the results of your research to
determine the parts of your design solution that you will be
testing. Your goal is to formulate an appropriate list of
test criteria and the method of testing that will
objectively measure the effectiveness of your design
solution. Consider what type of testing will be performed –
qualitative or quantitative? If you have time, it is
recommended that you do both. In the case of the lamp shade,
if you want to measure the temperature at which the material
will burn or melt you will collect quantitative data since
the temperature is a numeric value. If you want to determine
whether the material can withstand a temperature of 350
degrees F for 24 hours without visible signs of burning or
combusting, you will collect qualitative data because the
results will be recorded as pass or fail.

4. Determine the degree of accuracy that is needed in
the data collected during testing to ensure successful
performance of the design. In other words, how close must
the measured data value be to the actual value in order to
be acceptable? In the case of the lamp shade, you may be
able to accept a deviation of 5 degrees in the measured
temperature from the actual temperature at which the
material burns or melts. In other words, you have determined
that the performance of your product will not be adversely
affected if the temperature sensor reads 265 degrees (or 255
degrees) during testing as long as the actual temperature is
260 degrees.

5. Create a table to record testing criteria/benchmark
information.

Mentor Task: Your student will upload the document showing
what they want to test. Please help them think of testing
methods they may not have thought of.

Note: You input is required for a grade on this assignment.


 Unit 5

Performance Objectives

It is expected that students will:

· (required mentor input) Select and describe a valid
testing method that will be used to accurately evaluate the
effectiveness of their design solution in solving the
problem.

· (required mentor input) Prepare a description of the
testing method that will be used to validate and verify the
design solution.

· (required mentor input) Create a valid justification
for the selected testing method.

· (required mentor input) Devise a list of testing
criteria that will be used to evaluate the prototype and
determine the success or failure of the design solution.
18 Unit 5 – Test, Evaluate, and Refine the Solution
Lesson 5.1 Plan the Test Phase

Project 5.1.2 Test Procedure

Introduction

Consider the things you do every day. Many of these
activities have set procedures and methods to ensure
successful completion of the task. Think about dressing in
the morning. It would be ridiculous to put your shoes on and
then attempt to put your socks on over them or to brush your
teeth and then put the toothpaste on the brush. In the
science classroom, there are set lab procedures to be
followed to ensure the successful completion of the lab. If
you have ever performed a dissection on a specimen, you know
that it is necessary to remove the organs in the proper
sequence with the correct tools or the specimen will be
damaged. Athletes usually follow a prescribed sequence of
warm-ups and stretching exercises to help prevent injury.
Without this, they would put themselves at risk of an injury
that could sideline them for the remainder of the season, or
even end their career.

Student Task:

Procedure

In this project you will specify a testing method that you
will use to objectively measure the effectiveness of your
solution and/or the parts of your solution based on the test
criteria. Consult experts to ensure that your team is using
valid criteria and methods.

1. As a team, review your test criteria and brainstorm
possible methods to test your design. Come to consensus on a
testing method(s) that will result in useful data that will
effectively and objectively assess the performance of your
product. Your testing method(s) should address some or all
of the data needs that you described in Activity 5.1.1 Test
Criteria.

2. Write a summary of the selected testing method(s)
and the rationale for each. The use of human subjects,
animals, or other living tissue is strongly discouraged. If
you are considering this, stop now and talk with your
instructor. You may need to rethink your tests.


3. After agreeing on a general summary of the testing
procedure, create a word document to present your testing
plan. Include the following.

• Your Name:
• Team Member Names:

• Incremental Testing Summary: Summarize the kinds of
testing that were performed during the building phase of the
prototype.

• Testing Date: Provide date(s) that the test will be
run. You must have teacher approval before testing.

• Testing Location:

• Purpose: Explain briefly but precisely what this
test will attempt to determine. Explain how the test will
yield objective data regarding meeting at least one of the
design goals for your product.

• Initial Conditions: Determine the conditions that
must be in place prior to attempting this test. An example
would be: The prototype is completed, the device is
installed properly, and power is provided to the unit.

• Materials: List the tools, parts, and supporting
devices that you will need to set up the equipment. Include
any visual or audio equipment necessary to document this
procedure.

• Pass or Fail Criteria: What are your benchmarks?
Determine what would constitute a passing/failing mark or
condition for this test. How should the device respond? How
will you know if the event occurs during testing?

• Procedures: List the step-by-step process describing
what needs to be done in order to run this test. Be very
specific so that anyone could perform this test without
additional instruction.

• Safety Considerations: Identify any potential
dangers posed to people or property that could result from
testing. Describe precautions that must be taken in order to
ensure the safety of the tester and others and to protect
tools, equipment, fixtures, and the surrounding facility
from damage.

• Data: What type of data will the test produce? What
unit of measure is being used?

• Data Collection Graph or Sheet: Determine how you
are going to display this data. Create the actual form for
gathering data. This may be supplied on a separate sheet of
paper.

• Expert Feedback: Seek feedback from experts on your
testing plans. Is the test valid? What are the limitations
of your testing method? Be sure to cite your sources and
include new contacts in the Contacts section of your
engineering notebook.

• Instructor Comments and Signature: Seek input from
your instructor. This is where your teacher will respond to
your testing procedure. It may contain information that you
will need to input into the final testing procedure before
performing the actual test.



Mentor Task: Your student will upload the Test Procedure
document for your review. Please review to see if the
testing methods will be provide the outcome they desire.

Note: Your input is required for a grade on this assignment.		 Unit 5

(required mentor input) Identify, define, and
implement necessary modifications to testing methods based
on expert feedback and ongoing research.
19 Unit 5 – Test, Evaluate, and Refine the Solution
Lesson 5.1 Plan the Test Phase


Preface

Many engineering and product failures are well documented.
Most of the infamous examples involve tragedies such as
bridge collapses, oil leaks, or an event that has a major
negative impact on the environment or people. In fact, many
engineering and product failures occur that few people ever
hear about. Some products fail because they do not sell –
they may not have been marketed well or they may not be
desirable. But often a product fails because it does not
perform the intended or advertised function or because it
breaks easily. A product that does not perform the function
for which it was purchased has little value at any cost. A
lot can be learned from visiting the clearance aisle where
many failed consumer products end up.

Testing is intended to verify that a product does, in fact,
successfully solve the problem that it was intended to
solve. While decisions involving sales and marketing can be
subjective, well-designed and implemented tests can provide
clear evidence that the product will safely meet consumer
needs and perform its intended function.

Students designed their test(s) in the previous lesson. In
this lesson they will carry out their tests and determine
whether or not their designs meet the product
specifications. Based on testing results, students may have
to face some tough decisions about their next steps. If the
results of the test(s) indicate that their design does not
meet the expectations, they may have to return to a previous
step in the design process to rethink and revise the design.
The critical design review should provide clarity about how
to move forward.

Concepts

1. The results of prototype testing are used to refine
the design and to improve the design solution.

2. Design reviews are used at crucial stages of the
design process to gather input and perspective in order to
determine how to proceed with a design.


Lesson 5.2 Test the Prototype

Project 5.2.1 Test and Evaluate the Prototype

Introduction

What is the purpose of the test? Is it to validate your
predictions or is it to answer a question? How do you know
that a test is successful? These are only a few of the
questions that designers answer when testing a prototype or
system and evaluating their test results.

A design solution may solve the technical problem at hand,
but what if the test isn’t accurate or repeatable? Does the
engineer immediately revisit the design process? No, the
engineer would seek input from other experts to troubleshoot
the testing results. This is exactly what your team is going
to do . . . run a test, collect data, and seek the advice of
experts on the evaluation of the testing results.

Student Task:

Introduction

What is the purpose of the test? Is it to validate your
predictions or is it to answer a question? How do you know
that a test is successful? These are only a few of the
questions that designers answer when testing a prototype or
system and evaluating their test results.

A design solution may solve the technical problem at hand,
but what if the test isn’t accurate or repeatable? Does the
engineer immediately revisit the design process? No, the
engineer would seek input from other experts to troubleshoot
the testing results. This is exactly what your team is going
to do . . . run a test, collect data, and seek the advice of
experts on the evaluation of the testing results.


Student Task 1: Perform the testing procedure(s) at least
three times and collect data for each test on the forms that
you created in Project 5.1.2 Test Procedure. Are your test
results accurate? Is your testing procedure repeatable?
Share your results with your mentor.

Mentor Task 1: Help the students evaluate their testing.
Should they retest using your recommendations.

Note: Your input is required for a grade on this assignment.
 Unit 5

Performance Objectives

It is expected that students will:

· (required mentor input) Conduct testing of their
prototype.

· (required mentor input) Design and participate in a
critical design review to evaluate their prototype and
determine how their project will proceed.

· (required mentor input) Identify, define, and
implement necessary modifications to their design based upon
their test results.
20 Unit 6 – Communicate the Process and Results
Lesson 6.1 Documentation and Presentation

Project 6.1.1 Project Portfolio

Preface

From high-level research to simple weather observations, all
scientific endeavors yielding useful data must be written
and reported in a meaningful way in order to share the
gathered information. Without the sharing of information,
there is very little purpose in gathering it. Project
documentation for this course can take on many different
forms. Process documentation in the form of a project
portfolio (hard copy or electronic) is required from all
student teams. In addition, student teams should provide
outcome documentation. Choices for output documentation
formats that are presented in this lesson include PowerPoint
presentation, three panel display board, or website
creation.



In a practical sense, the mastery of research techniques and
the ability to organize, evaluate, and present information
are professional skills at which all students should become
proficient. Many reports used in business and industry today
are the result of meticulous research procedures. Most
college papers are a form of technical research writing.
Knowing where to find information, how to document original
research, and how best to organize and present this
information are valuable skills in many professional and
scholarly undertakings. In addition, the selection of
meaningful visual aids and written text are as important to
the success of a presentation as the dialog used by the
presenter. Both emphasize important points being made in the
presentation and often convey information better than
dialog.



The goal of this lesson is to introduce students to the
necessary skills to convey information about their project.
They will explore a variety of formats with which to present
a summary of their research project.

Concepts

1. The use of presentation software allows designers to
present visual aids and project information in a
professional manner.

2. The media format used for a presentation is chosen in
order to effectively communicate the design solution process
to a target audience.

3. Presentations and displays of work provide the means
to effectively promote and justify the implementation of a
project.

4. A well-done presentation can enhance the perception
of the quality of work completed for a team project.


Introduction

Your team has just completed your critical design review.
During this review your team and the panel should have come
to consensus as to whether or not your prototype testing is
complete for this project. You might make some modifications
to your prototype design. For other design aspects, you will
not make modifications but will document suggested changes
or reflect on why your design will not work and why. There
are various reasons for justifying next steps. Factors such
as limited remaining time or budget may drive this decision.
Sometimes a design will not work, but your attempt and
methods could benefit you or others in the future as they
try to tackle the same problem. Regardless of your strategy,
documentation is important.

Student Task:

Procedure

Your team should have all materials necessary to complete
the project portfolio. It may be necessary to reformat items
to maintain a consistent project portfolio layout. If
possible your portfolio should be compiled as one electronic
document. This enables each team member and the instructor
to have an electronic copy and a printed copy.

Project portfolios are best as a bound document, but they
can be organized within a three ring binder.

Remember that the project portfolio tells the story of your
design and should present the entire design process. Images
enhance the presentation.

The mode(s) of presentation and final form of your portfolio
can vary and should be carefully planned by your team in
order to provide clear evidence of your project design
process in a professional manner. It should include at least
the following. Based upon the scope and path of your
project, it might make sense to deviate from this prescribed
list. Please review the Portfolio Rubric and discuss your
ideas with your instructor before implementation.


* Title Page
* Table of Contents
* Project Management
* Gantt Chart
* Define the Problem
* Activity 2.1.3 What Is the Problem?
* Project 2.1.4 Choosing a Problem
* Activity 2.2.1 Problem Statement to Statement of
Purpose
* Project 2.2.2 Knowledge of the Marketplace
* Project 2.2.3 Conducting Market Research
* Design a Solution
* Project 3.1.1 Design Specification
* Activity 3.1.2 Concept Development
* Project 3.1.3 Best Solution
* Project 3.2.4 Design Proposal
* Design and Prototype a Solution
* Project 4.1.2 Virtual Solutions
* Activity 4.1.7 Build Procedure
* Project 4.2.1 Build the Prototype
* Test, Evaluate, and Refine the Solution
* Activity 5.1.1 Test Criteria
* Project 5.1.2 Test Procedure
* Project 5.2.1 Test and Evaluate the Prototype
* Communicate the Process and Results
* Project 6.1.1 Project Portfolio
* Project 6.1.2 Process and Results Presentation
* References
* Appendix
* Include any large sections related to and referenced
by topics above


Student Task 1: Discuss with your mentor what documents and
data should be in a portfolio. Share the documents you want
to use for your portfolio.

Mentor Task 1: Share your expertise on the use of a
portfolio. Evaluate the students documents that they want
to use in their portfolio.

Student Task 2: Ask your mentor about presenting your
portfolio to a group of professionals. Share your
presentation with your mentor.

Mentor Task 2: Share your experience in giving presentations
in you job. Evaluate the students presentation and make
suggestions to make it better.

 Unit 6

Performance Objectives

It is expected that students will:

· (required mentor input) Gather data and information
compiled throughout the project and create a project
portfolio and presentation of their design solution.

· (required mentor input) Identify appropriate
techniques for delivering formal presentations.

· (at school) Orally present an effective technical
presentation on the chosen design solution.