Design FundamentalsDesign Fundamentals

Foundation Concepts for Foundation Concepts for Teaching Problem SolvingTeaching Problem Solving

The Model #302 telephone was the standard for forty years.

How long will this one last?

Engineering DesignEngineering Design

““Design” is to Technology what “Inquiry” is to Design” is to Technology what “Inquiry” is to Science and “Reading/Writing” are to Language Science and “Reading/Writing” are to Language ArtsArts

Design is the core problem solving processDesign is the core problem solving process Design problem solving extends learning beyond Design problem solving extends learning beyond

the classroomthe classroom

The Design LoopThe Design Loop

Different tasks to be completedDifferent tasks to be completed– Suggested, rather than Suggested, rather than

prescriptiveprescriptive

1.1. Identify the problemIdentify the problem

2.2. InvestigatingInvestigating

3.3. Developing ideasDeveloping ideas

4.4. Refining the ideaRefining the idea

5.5. Modeling/prototypingModeling/prototyping

6.6. Evaluating/assessingEvaluating/assessing

7.7. CommunicatingCommunicating

1. Understand the Problem1. Understand the Problem

Before attempting to Before attempting to solve the problem, we solve the problem, we must:must:– Analyze the situationAnalyze the situation– Determine “what is the Determine “what is the

actual problem?”actual problem?”– Define the problem Define the problem – Understand the Understand the

problemproblem

2. Investigate the Problem2. Investigate the Problem Explore possible alternative solutionsExplore possible alternative solutions

– Conduct researchConduct research Past experiences and knowledgePast experiences and knowledge Observations (examine similar problems/solutions)Observations (examine similar problems/solutions) Discussions with people whoDiscussions with people who

have faced similar problemshave faced similar problems

(interviews, telephone calls,(interviews, telephone calls,

e-mail)e-mail) Search for new informationSearch for new information

(books, Internet, search of (books, Internet, search of

similar products)similar products) Explore community resourcesExplore community resources

(shops, businesses, museums,(shops, businesses, museums,

industries) industries)

3. Develop Ideas & Potential 3. Develop Ideas & Potential SolutionsSolutions

Designers must ask Designers must ask questionsquestions– BrainstormBrainstorm– Generate multiple ideasGenerate multiple ideas– Consequences (intended Consequences (intended

and and unintended)unintended)

– Identify alternativesIdentify alternatives– Consider constraintsConsider constraints– Consider limitsConsider limits– Consider specificationsConsider specifications– Consider risks/benefitsConsider risks/benefits

4. Refine & Detail Ideas4. Refine & Detail Ideas

Sketches and drawingsSketches and drawings Combining/separatingCombining/separating

ideasideas Assessing the potentialAssessing the potential

of various ideasof various ideas Generating specificationsGenerating specifications Idea selectionIdea selection Creating working and final drawingsCreating working and final drawings

5. Mock-ups, Models & 5. Mock-ups, Models & PrototypesPrototypes

Planning (tools, Planning (tools, energy, time, money)energy, time, money)

Gathering materials Gathering materials and resourcesand resources

Fabrication (models, Fabrication (models, prototypes)prototypes)

RefinementRefinement TestingTesting

6. Evaluation & Assessment6. Evaluation & Assessment

Testing the solutionTesting the solution– Did the product/system Did the product/system

solve the problem?solve the problem? Evaluating the processEvaluating the process What could be What could be

changed in the future?changed in the future? Is the proposed Is the proposed

solution the simplest solution the simplest possible? possible?

7. Communication7. Communication

Recording and presenting the ideaRecording and presenting the idea– Drawings, sketches, graphs, materials listsDrawings, sketches, graphs, materials lists

Documentation of:Documentation of:– Major stepsMajor steps– Materials/techniques usedMaterials/techniques used– Discarded ideasDiscarded ideas

Demonstration of proposedDemonstration of proposed

solutionsolution Future changes/ideasFuture changes/ideas

Characteristics of Successful Characteristics of Successful DesignsDesigns

Product QualityProduct Quality: Is it reliable? Does it meet : Is it reliable? Does it meet the needs of the consumer? the needs of the consumer?

Product CostProduct Cost: Cost = Profit : Cost = Profit Development TimeDevelopment Time: Time = Competitiveness: Time = Competitiveness Development CostDevelopment Cost: What was spent to : What was spent to

develop the product?develop the product? Development CapabilityDevelopment Capability: Did the team learn : Did the team learn

something during the design process?something during the design process?

Challenges of DesignChallenges of Design

Trade-offs:Trade-offs: What must be sacrificed? What must be sacrificed? DynamicsDynamics: Technologies improve, customer : Technologies improve, customer

preferences change, competitors present preferences change, competitors present challenges.challenges.

DetailsDetails: Complexity vs. simplicity: Complexity vs. simplicity TimeTime: Decisions must be made quickly: Decisions must be made quickly Satisfying Needs and WantsSatisfying Needs and Wants: Individual and social: Individual and social Team workTeam work: Must all contribute to the team: Must all contribute to the team

Applying Proven SolutionsApplying Proven Solutions

We call it “problem solving,” but it is really a process We call it “problem solving,” but it is really a process of applying proven solutions from our memory of of applying proven solutions from our memory of experiences!experiences!

– Allows the studentAllows the student

to begin building thatto begin building that

mental warehouse!mental warehouse!

What do students learn by solving What do students learn by solving design problems?design problems?

Contributing to the teamContributing to the team Strategies for conducting research and solving Strategies for conducting research and solving

problemsproblems Techniques for making models and prototypesTechniques for making models and prototypes Methods for assessing their own workMethods for assessing their own work Techniques for communicatingTechniques for communicating team process and resultsteam process and results

Methods Used to Deliver Methods Used to Deliver Engineering DesignEngineering Design

Engineering design is delivered in the Engineering design is delivered in the classroom using technological problem classroom using technological problem solving.solving.– Invention/InnovationInvention/Innovation– Research andResearch and

DevelopmentDevelopment– ExperimentationExperimentation– TroubleshootingTroubleshooting– Design Problem SolvingDesign Problem Solving

Why use Design Activities?Why use Design Activities?

Reinforces course contentReinforces course content Forces students to apply recently learned Forces students to apply recently learned

information (to solve a real problem)information (to solve a real problem) Requires clear written/oral communicationRequires clear written/oral communication Requires team work (cooperation)Requires team work (cooperation) Welcomes curiosity/rewards creativityWelcomes curiosity/rewards creativity Does not emphasize memorization Does not emphasize memorization

Role of the Instructor During Design Role of the Instructor During Design ActivitiesActivities

Providing the foundation Providing the foundation for learningfor learning

Determining contentDetermining content Developing design Developing design

problems for solvingproblems for solving Asking probing questionsAsking probing questions Serving as a resource Serving as a resource

personperson Facilitating cooperation Facilitating cooperation

among teamsamong teams

An Iterative ProcessAn Iterative Process

Created to “structure thinking” at various stagesCreated to “structure thinking” at various stages As children become more familiar, “short-circuiting” As children become more familiar, “short-circuiting”

is promotedis promoted Slavish adherence toSlavish adherence to

the model is may impedethe model is may impede

learning for advancedlearning for advanced

students students

Design/Evaluation ConsiderationsDesign/Evaluation Considerations

Aesthetics and Aesthetics and appearanceappearance

Elements of visual Elements of visual designdesign– Point, line, shape, form, Point, line, shape, form,

texture, colortexture, color ProportionProportion BalanceBalance Harmony and contrastHarmony and contrast Texture/SurfaceTexture/Surface

Design/Evaluation Design/Evaluation Considerations (continued)Considerations (continued)

PatternPattern ErgonomicsErgonomics Size (anthropometrics, Size (anthropometrics,

norms, standardization)norms, standardization) MovementMovement Senses (size, shape, Senses (size, shape,

form, heat/cold, noise, form, heat/cold, noise, vibration, visual vibration, visual elementselements

Students will be Required to Students will be Required to Build ModelsBuild Models

Various types of Models:Various types of Models:– PhysicalPhysical (cars, buildings, (cars, buildings,

products)products)– ConceptualConceptual (family tree, (family tree,

food pyramid, football food pyramid, football diagram)diagram)

– TheoreticalTheoretical (Ohm’s Law, (Ohm’s Law,

Law of the lever, PrincipleLaw of the lever, Principle

of supply and demand)of supply and demand)

Different Physical ModelsDifferent Physical Models

Functional ModelsFunctional Models: : – Used to determine whether an idea will workUsed to determine whether an idea will work– Little concern for appearanceLittle concern for appearance– Helps designer see in 3 dimensionsHelps designer see in 3 dimensions– Utilizes any material availableUtilizes any material available

Cardboard, discarded foodCardboard, discarded food

containers, used packagingcontainers, used packaging

materials, paper Mache, materials, paper Mache,

foam board, clothe.foam board, clothe.

– Helps demonstrate a principleHelps demonstrate a principle

Physical Models (continued)Physical Models (continued)

Appearance Models:Appearance Models:– Used to show what an object will look like when completeUsed to show what an object will look like when complete

Product models: Illustrate what a product will look like.Product models: Illustrate what a product will look like. Interior models: Illustrate how Interior models: Illustrate how

a space might looka space might look Architectural models: IllustrateArchitectural models: Illustrate

how a building might lookhow a building might look Materials used in appearanceMaterials used in appearance

models are typically not the samemodels are typically not the same

as the finished product.as the finished product.

Physical Models (continued)Physical Models (continued)

Production ModelsProduction Models::– A master copy used to A master copy used to

represent all represent all specifications of a final specifications of a final productproduct

– When a product is When a product is produced in quantityproduced in quantity

– Molds and dies made Molds and dies made directly from the directly from the production modelproduction model

– Used in the automobile Used in the automobile industry industry

Physical Models (continued)Physical Models (continued)

PrototypePrototype::– Advanced form of model-makingAdvanced form of model-making– As close to the finished form as possibleAs close to the finished form as possible– The final models used to test the product prior to full productionThe final models used to test the product prior to full production– Used to “work the bugs” inUsed to “work the bugs” in

a new producta new product– Provides insights into theProvides insights into the

look and feel of the productlook and feel of the product– Useful in designing theUseful in designing the

production processproduction processnecessary to producenecessary to producethe productthe product

The Progression of DesignThe Progression of Design

Toasters of the Future?Toasters of the Future?

Limits on DesignLimits on Design

Form Follows Function!Form Follows Function!

Design Reflects the EraDesign Reflects the Era

Design Reflects Changes in Design Reflects Changes in TechnologyTechnology

Design Reflects Changes in Design Reflects Changes in CultureCulture

Design Reflects Changes in Design Reflects Changes in Consumer ExpectationsConsumer Expectations

Some Design Changes Aren’t Some Design Changes Aren’t Accepted!Accepted!

Which of these Concept Cars Which of these Concept Cars will be Accepted?will be Accepted?