Project: 2016-17 Engineering Design/Development

Step Description Expected Student Results
1 Problem Identification and Justification This element takes students through the initial steps of devising a problem statement for their team’s project. The terms valid and justifiable mean the same thing to most people. For the purpose of this course, a valid problem refers to a problem that other credible sources also identify as a problem. Describing a problem as justifiable indicates that there is evidence that it is worth the expense and effort to attempt to solve the problem. Find a Problem Become an Expert Justify the Problem Write a Problem Statement
2 Identification and Analysis of Prior Solution Attempts. It is critical for the designer to analyze prior attempts to solve the problem, or thoroughly document that no attempt has been made to solve the problem. One should also recognize that the purpose of this course is to use an engineering design process to develop an original solution, not reverse engineer a previous solution or infringe on another designers intellectual property.
3 Presentation and Justification of Solution Design Requirements The best designs are ones developed by diverse design groups who have completely explored all relevant design goals. Design goals represent; Design Requirements Design Specifications Design Constraints Testable Parameters The Voice of the Customer / End User / All Stakeholders These design goals should be captured and communicated to all stakeholders in the form of a design proposal. These design goals should be captured and communicated to all stakeholders in the form of a design proposal.
4 Viability of Proposed Solution

To develop or not to develop the product –
that is the question. Often, the decision not
to develop a product is financial – based on a
thorough analysis, it is determined that the
anticipated income from the product cannot
support the anticipated cost of development.
However, if a financial analysis indicates
that the sales of a new product (when compared
to the cost of development) could potentially
produce an acceptable profit, you must ask,
“Should the product be developed?” But this is
not always an easy question to answer.

A designer or engineer has an ethical
responsibility to his client, his profession,
and to society. In light of these
responsibilities, the designer should consider
all potential consequences, good and bad,
resulting from development of a product and
then compare the benefits of product
development to potential negative impacts. Do
the benefits outweigh the risks? Is continuing
with product development the right thing to
do?

The design, manufacture, packaging,
distribution, and use of any new product will
result in consequences, both positive and
negative. These consequences are far reaching
and wide ranging. For example, will the
manufacture and distribution of the product
consume nonrenewable natural resources or
produce pollution? How will the development of
the product affect the workers that will help
produce, transport, and sell the product? What
affect (intended or not) will the use of the
product have on the consumer, the environment,
and society? On the other hand, development of
the product may create jobs, use abandoned
facilities or discarded waste materials, and
improve the lives of people.

The considerations mentioned above assume that
the product is well designed and functions as
intended. However, another important ethical
responsibility of the designer is to ensure
that the product is well designed and does not
suffer unintended failure. What will happen if
your product does not work as intended or
suffers a catastrophic failure? Will the
failure cause harm? It is important that the
designer has the knowledge and expertise, or
seeks out people with that knowledge and
expertise, to properly design the product in
order to minimize the risks of failure.

In this section, your team will consider the
consequences of your product design, compare
the positive and negative impacts, and assess
the ethical implication of continuing to
develop your product.		 Performance Objectives

It is expected that students will:

· Correspond with professionals and experts to
address the following questions:
1.) What are some potential ways in which
your product could fail?
2.) What design features have you included to
minimize the chance of failure?
3.) Is development of a product that
knowingly causes harm to people ever ethically
justifiable? Why or why not? Give examples to
support your position.
5 Creation of a Testable Prototype
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. Have a conversation about materials that would
work best for their idea.		 Performance Objectives
It is expected that students will:
• Correspond with professionals and experts to acquire the
resources needed to build their prototypes.
• 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.
(Created in Semester 1)
6 Build the Prototype (continued)

Student Task 1: Share your math and science concepts with
your mentor. Have them evaluate your calculations to
make sure they are accurate.

Mentor Task 1: 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.

Student Task 2: 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 2: Evaluate the student's materials and
construction techniques. Make suggestions about other
possible material they have not thought about.

Student Task 3: 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. 		Performance Objectives

It is expected that students will:

· 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. (required mentor input)

7 Build the Prototype (continued)

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.		 ·Identify opportunities to incrementally test a
prototype. (required mentor input)




8 Test, Evaluate, and Refine the Solution

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.

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 1: Ask your mentor about different ways of
testing a new prototype. Share your ideas on how you will test your prototype.
Mentor Task 1: Share with the student your experience
with testing prototypes. Give feedback to the student
about how they will test the prototype.

Student Task 2: Discuss with your mentor ways to validate
and verify test results. What methods should you use.

Mentor Task 2: Brainstorm with your student proper ways
to create a test.

Student Task 3: Develop a list of testing criteria and
share it with your mentor.

Mentor Task 3: Give feedback about the testing criteria.
Make suggestions to make it better.
Performance Objectives

It is expected that students will:

· 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. (required mentor input)

9 Test, Evaluate, and Refine the Solution
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 1: After creating your testing document,
share it with your mentor. Seek feedback from experts on
your testing plans.

Mentor Task 1: Is the test valid? What are the
limitations of their testing method? 		Identify, define, and implement necessary modifications to
testing methods based on expert feedback and ongoing
research. (required mentor input
10 Test, Evaluate, and Refine the Solution
Plan the Test Phase

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.


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. 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.



A critical design review is an important assessment of
your project as you near the end of the design process. A
design review could be completed at any point in the
design process, and undoubtedly your team has done this
both formally and informally. A more formal design
review, however, is a more focused effort and includes
all important stakeholders in addition to experts. During
the design review, you will evaluate what has been
accomplished and decide what to do next.

Student Task 2: Set up a critical design review with your
mentor. Decide with your mentor if you should continue
to modify your design.

Mentor Task 2: Make recommendations after this meeting on
what could be modified to make the project better. 		Performance Objectives

It is expected that students will:

· 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. (required
mentor input)
11 Test, Evaluate, and Refine the Solution
Test the Prototype
Redesign and Refine

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 1: Redesign and Refine, decide with your
mentor if you should further modify and retest your
prototype.
Mentor Task 1: Make suggestions on what the student
should do. Evaluate time, budget, etc. to see if it is
possible.
Performance Objectives
It is expected that students will:
• Identify, define, and implement necessary modifications
to their design based upon their test results. (required
mentor input)
12 Communicate the Process and Results
Documentation and Presentation
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 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 your job. Evaluate the students
presentation and make suggestions to make it better.
 Performance Objectives
It is expected that students will:
• 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. (required mentor input)
• Orally present an effective technical presentation
on the chosen design solution.