Design Step 1: Identify the Need

Summary
Students practice the initial steps involved in an engineering design challenge. They begin by
reviewing the steps of the engineering design loop and discussing the client need for the project.
Next, they identify a relevant context, define the problem within their design teams, and examine
the project's requirements and constraints. (Note: Conduct this activity in the context of a design
project that students are working on, which could be a challenge determined by the teacher,
brainstormed with the class, or the example project challenge provided [to design a prosthetic arm
that can perform a mechanical function].)This engineering curriculum aligns to Next Generation Science
Standards (NGSS).

Engineering Connection
The engineering design process is a specific set of steps engineers use to organize their ideas and
refine potential solutions to engineering challenges. Embarking an engineering design project is
much more than simply describing the project; engineers must gain an understanding of all the
issues surrounding a particular design challenge. These issues might include the need for the
project, relevant social and economic conditions of the target population, and project constraints
and requirements. Working through these non-technical contextual factors helps engineers
generate useful, appropriate and successful design solutions.

The basic steps of the engineering design process.

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Learning Objectives
After this activity, students should be able to:

 Identify the need for a specific engineering design project.

 Describe the design project context.
 Identify and differentiate the design project constraints and requirements.

Materials List
Each group needs:

 Design Challenge Project Description (This document is created in advance by the teacher or
brainstormed/written as a class to describe the class design challenge, patterned after the
attached Example Design Challenge Project Description; or else use the example challenge
description.)
 Defining the Problem Worksheet
 5 index cards (any size) or 1-2 sheets of cardstock
 1 pair of scissors
For the entire class to share:

 overhead projection of the Engineering Design Loop Visual Aid, or copies for handouts
 props to help explain the specific project topic; perhaps a PowerPoint with pictures and
drawings

Worksheets and Attachments

Example Design Challenge Project Description (docx)

Example Design Challenge Project Description (pdf)

Defining the Problem Worksheet (docx)

Defining the Problem Worksheet (pdf)

Pre-Req Knowledge
A basic understanding of the steps of the engineering design loop. While these steps are not covered in this activity,
a visual aid is provided for review.

Introduction/Motivation
(Have an overhead transparency of the Engineering Design Loop Visual Aid ready to display in a prominent place in
the classroom, or else make copies of the same graphic to use as handouts.)
Today we are beginning an engineering design project! Similar to real-world engineering, our project requires strong
teamwork, research, design, building, testing and communication. You will have a chance to get creative and work
hands-on with a variety of materials. However, before we can dive into the design/build/test stages, let's take a start
at the beginning and gather some information about the project.
(Show the design loop graphic by overhead projection or handout.) First, let's review the engineering design loop.
Remember, the engineering design process is a specific set of steps that engineers use to organize their ideas and
refine potential solutions to engineering challenges. Who remembers all of the steps? The steps include: ask to
identify the need and constraints, research the problem, imagine possible solutions, plan by selecting the most
promising solution, create a prototype, test and evaluate the prototype, and improve and redesign as needed.
Following this process, we start out by identifying the need for our engineering project. Instead of asking "what do
we want to design?" we ask "why do we want to design that?" and "what problem and or need will our design
ultimately be solving?"
Next, we want to identify our target population, which is the group of people who will benefit from our project. Is
the target population ultimately one individual, a group of individuals, a specific community, or a larger, identifiable
population? Is the target population from a specific location (country, region, town), demographic (age or gender),
or other identifying characteristics (health condition or employment)? How is our target population connected?
After we understand our project need and our target population, we will identify our project's requirements and
constraints. A requirement is a need or a necessity; it's what a particular product or service should do.
A constraint is a restriction on the degree of freedom you have in providing a solution to a need or problem. For
example, you may be required by your parents to receive good grades. At the same time, you may be constrained by
other activities such as work, sports, sleep, spending time with friends, and so on. Although worthwhile, these time
constraints may impinge on the amount of time you have to study. So, your challenge would be to find out how to
meet the requirement of receiving good grades under the given time constraints.
Back to our engineering project — our final step today is to develop a project definition within each of our design
teams. This includes relating the project's problem or need to some aspect of our personal lives. Ultimately, we want
to design something that would help us if we were experiencing the same problem or need as our target population.
(Note: After conclusion of this activity, proceed to the next activity in the series, Design Step 2: Research the
Problem.)

Procedure
Background
Creating a Project Description: Before beginning this set of six activities (starting with this activity), determine a
topic for the class design challenge and create a one-page Design Challenge Project Description patterned after the
attached Example Design Challenge Project Description. Alternatively, engage the class to brainstorm a design
challenge, or use the attached example. For the example description, as well as the ongoing activity write-up (all six
activities), the project challenge is to design a prosthetic arm that can perform a mechanical function. Topics for
project challenges are limitless; other successful ideas used in the past with high school students include: house
design with elements inspired by nature (biomimicry); assistive technology devices; towers (tested in a university
smash lab); amusement park rides; daylighting modifications to existing interior spaces; interactive table-top
educational exhibits, and different solar and water technologies for use by a hypothetical developing community.
If you write a project description or brainstorm a topic with the class, clearly outline the design challenge objectives
and your project expectations. Provide a relevant context to help the students:

 recognize the need for the project and identify a target audience,
 relate the project to some aspect of their lives, and
 identify and differentiate requirements and constraints.
Recognizing the Need: Often, the success of an engineering innovation depends on the satisfaction of the end
user(s). For instance, an engineering team designing a water filter might begin by asking themselves "What is
the real need for this project? Is it designing a water filter or, more generally, designing a means to purify water?"
By doing this, the team may discover that starting the design process with the intent to meet this more general need
"frees" them to generate solutions that extend beyond a water filter.
Identifying a Target Population: A target population is an identified group of people intended to be served by a
particular program or project. We might describe a target population by its geographical location (country, region,
town, etc.) as well as by its age group, gender, or condition (for example, a health condition). Identifying a target
population helps engineers more accurately define the problem and recognize requirements and constraints.
Relating to the Project: As an example, a project description to design an electricity-generating waterwheel might
begin with a discussion about a community that lacks electricity. Students could discuss how a rural electrification
project could meet the need for community residents who want to boil water, read at night, and so on. To help
students relate to the project, ask them to discuss how their own lives would be impacted if they did not have access
to electricity.
Requirements and Constraints: Write the project description so that students can identify and differentiate
requirements and constraints. A requirement is a need for what a particular product or service should do. It is a
statement that identifies a necessary attribute, capability, characteristic or quality. A constraint is a restriction on the
degree of freedom you have in providing a solution. Constraints might be economic, political, technical,
environmental, and/or pertain to your project resources, schedule, target environment, or to the product itself.
For example, a design challenge might ask students to build a pair of recyclable tennis shoes for less than $20.
The requirement that the tennis shoes be recyclable and cost less than $20 will likely constrain the design to
inexpensive materials that students can find in recycling bins.
Sometimes we call this process "design under constraint." Real-world limits such as these often boost creativity as
engineers (and students!) are challenged to make more with less.
Engineering Design Loop: The steps of the design process include: identify the need, research the problem, develop
possible solutions, select the most promising solution, construct a prototype, test and evaluate the prototype,
communicate the design, and redesign. See the Engineering Design Loop Visual Aid. This activity focuses on the
first step, identify the need.
Before the Activity (Teacher Prep)

 Write-up a Design Challenge Project Description (or brainstorm one with the class, or use the
attached example.)
 For the Introduction, have an overhead transparency of the Engineering Design Loop Visual
Aid ready to display in a prominent place in the classroom, or else make copies of the same
graphic to use as handouts.
 Make copies of the Design Challenge Project Description, Engineering Design Loop Visual
Aid (optional), and Defining the Problem Worksheet, one each per team.
 Collect props and/or create a presentation to help explain your specific design challenge.
With the Students
In the warm-up design challenge, students aim to build the tallest tower using only a given supply of paper and a pair
of scissors, while following the steps of the engineering design loop.
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1. Divide the class into groups that will keep the same team members throughout the design project (all six
activities). The optimal group size is 3 to 5 students each.
2. Review the engineering design loop by conducting the pre-activity assessment described in the Assessment
section. This asks the teams to engage in a 10-minute design challenge and record their efforts to complete each step
in the process. As a class, discuss any questions that arise about the design loop.
3. Introduce the design challenge. As a class, review the Design Challenge Project Description (as previously written
by the teacher or brainstormed/written by the class, or attached to this activity).
4. Use the Investigating Questions to lead a class discussion about how to recognize the need and identify a target
audience for a hypothetical engineering project.
5. Give each team a copy of the Defining the Problem Worksheet. So students thoroughly define their projects, make
sure they consider each worksheet question. Help them complete this worksheet as questions arise.
6. When worksheets are completed, lead a class discussion to explore students' responses to the worksheet questions.
Ask each team to present their answers to one section of the worksheet.
7. To conclude, conduct the post-activity assessment described in the Assessment section to help students relate the
project to some aspect of their own lives. This role-reversal exercise asks students to imagine they are members of
the target population and develop three questions that they would ask the project engineers. Share some of these as a
class.

Vocabulary/Definitions
constraint: A restriction on the degree of freedom one has in providing a solution to problem or challenge.
engineering design loop: A specific and iterative set of steps that engineers use to evaluate and refine potential
solutions to problems or challenges. The steps: ask to identify the need and constraints, research the problem,
imagine possible solutions, plan by selecting the most promising solution, create a prototype, test and evaluate the
prototype, and improve and redesign as needed. Also called the engineering design process.
iterative: Characterized by or involving repetition. The steps of the design loop are iterative (not rigid or linear).
During the process, you may go back and forth among the steps and may not always follow them in order. For
example, you may skip ahead to test a proof of concept or go backwards to learn more about the essential problem.
prosthetic: A device (external or implanted) that substitutes for or assists a missing or defective body part.
requirement: What a particular product or service should do. It is a statement that identifies a necessary attribute,
capability, characteristic or quality. In engineering, sets of requirements are inputs into the design stages of product
development.
target population: An identified population, clients or subjects intended to be served by a particular program.

Assessment
Pre-Activity Assessment
Warm-Up Design Challenge: Lead students through a quick and simple design challenge to help them review the
steps of the engineering design loop and begin to work with their teammates. Their team challenge is to construct
the tallest tower possible in 10 minutes using only the given (3 to 5) index cards and a pair of scissors. No external
support (such as textbooks) or adhesives are allowed. Alternative materials: Provide 1 or 2 sheets of cardstock
instead of index cards. Additional requirement idea: The tower must stand on its own for at least 10 seconds.
To start the challenge, project the Engineering Design Loop Visual Aid in front of the class (or provide as a
handout) and direct the teams to follow these steps as they design the towers. Designate one person to be each team's
reporter to record their progression through the process as they solve the tower challenge. As an example, recorders
may write something like the following:

Example student notes describing what they did at each step of the engineering design loop in the 10-
minute warm-up design challenge.

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After 10 minutes, bring together the class to compare team notes about the engineering design loop and discuss the
process. Some questions to ask the students:

 How did it go? (Expected answers: Not always smoothly; sometimes struggles and snags.)
 Did you follow the steps of the engineering design loop in the order presented?
  Did you skip or combine steps? (Explain how the process is "iterative.")
 Was it helpful to use the engineering design loop for this simple design challenge?
 Can you imagine how the engineering design process would be helpful for much bigger
engineering projects?
Activity-Embedded Assessment
Worksheet: Give each team a copy of the Defining the Problem Worksheet. Teams should thoughtfully complete
this worksheet either in class or as a team homework assignment. Once the teams have compiled their answers, lead
a class discussion and ask each team to present their answers to one section of the worksheet.
Post-Activity Assessment
Relating to the Project – Role Reversal: Have students imagine that they are members of the target population
experiencing the problem and/or need outlined in the design challenge. From the point-of-view of a member of the
target population, have each team develop three questions that they would ask the project engineers about the
challenge. Share some of these as a class. If time permits, ask each student to write a short letter to a (hypothetical)
engineer explaining how his or her life is impacted by the problem and/or need. How would his or her life, family
and community be different if this need or problem were resolved?

Investigating Questions
Use the following discussion questions to help students gain understanding of two important aspects of engineering
problem solving: recognizing a need and identifying a target audience.

 What are some problems and/or needs in our world today? (Possible answers may relate to:
failing schools, energy shortages, famine, war, natural disasters.)
 Let's pick one of these problems. Who specifically experiences this problem? (For example,
famine. Famine is widespread food shortage that is typically related to overpopulation and
poverty. We could say that, generally, poor people living in overpopulated regions experience
famine.)
 Let's call the group of people experiencing this problem our "target population." Is our target
population concentrated in one geographic area? If not, how are they connected? Do they
share a similar condition or socio-economic status? (For example, today many Africans suffer
from famine due to rapid population growth, soil erosion, and governments that do not
adequately support agriculture. Famine has also occurred in regions in the Middle East due to
political conflict. So, we can say that famine is a problem that affects a target population
characterized by overpopulation and poverty. Our target population is connected by geography
and also by social and economic factors.)

Troubleshooting Tips
If you have trouble coming up with a design challenge, it helps to brainstorm with the students. Choose a topic (for
example, prosthetics), and make a list on the board of potential design/build projects that relate to the topic. See the
Teacher Background section for other topic ideas.
Activity Extensions
Case Studies: Have each team research an engineering design product that is related to their assigned design
challenge and present the research as a case study to the class. Require that information provided in the case study
identify the need for the project, target population, requirements and constraints, as well as provide a description of
the engineering solution and an assessment of whether or not the solution met the target population need.

Additional Multimedia Support

For a description of the engineering design process,
see https://www.teachengineering.org/k12engineering/designprocess.
For an informative video on what is engineering, see What Is Engineering? video. 

References
Target Population (definition). Program Evaluation Glossary. US Environmental Protection Agency. Accessed
January 8, 2010.
http://ofmpub.epa.gov/sor_internet/registry/termreg/searchandretrieve/glossariesandkeywordlists/search.do;jsessioni
d=mJCLP7qhS3htvXDpvyMf7ZlqpnVNMCPtGDCFTHL81hnT30TML4X7!-343254326?details=
Yowell, J.L. and Carlson, D.W., Eds., Introductory Engineering Design: A Projects-Based Approach, Third Edition,
Textbook for GEEN 1400: First-Year Engineering Projects, Integrated Program, College of Engineering and
Applied Science, University of Colorado at Boulder, Fall 2000. Accessed April 8, 2010.
http://itll.colorado.edu/index.php/courses_workshops/geen_1400/resources/textbook/

Copyright
© 2008 by Regents of the University of Colorado.

Contributors
Lauren Cooper; Malinda Schaefer Zarske; Denise W. Carlson

Supporting Program
Integrated Teaching and Learning Program, College of Engineering, University of Colorado Boulder

Acknowledgements
The contents of these digital library curricula were developed by the Integrated Teaching and Learning Program
under National Science Foundation GK-12 grant no. 0338326. However, these contents do not necessarily represent
the policies of the National Science Foundation, and you should not assume endorsement by the federal
government. 
Last modified: February 17, 2020
Design Step 2: Research the Problem
Summary
Through Internet research, patent research, standards and codes research, user interviews (if
possible) and other techniques (idea web, reverse engineering), students further develop the
context for their design challenge. In subsequent activities, the design teams use this body of
knowledge about the problem to generate product design ideas. (Note: Conduct this activity in the
context of a design project that students are working on, which could be a challenge determined by
the teacher, brainstormed with the class, or the example project challenge provided [to design a
prosthetic arm that can perform a mechanical function]. This activity is Step 2 in a series of seven
steps that guide students through the engineering design process.)This engineering curriculum aligns
to Next Generation Science Standards (NGSS).

Engineering Connection
Developing a thorough knowledge base of existing products related to a need or problem is
important for all engineering design projects. This step helps the engineering team determine if a
similar product already exists or whether any regulatory and standards issues (such as intellectual
property, safety or environmental issues) must be considered in the product design. Engineers often
design modifications or incremental improvements to existing products, so one way to learn more
about a product is to purchase and take apart similar, competing products.

Learning Objectives
After this activity, students should be able to:

 Gather and organize background information related to a design challenge.

 Conduct an information search to find existing solutions or products related to a problem.

Materials List
Each group needs:

 Design Challenge Project Description (created in Activity 1), or use the attached Example Design
Challenge Project Description
 blank paper and pencils
 Idea Web Example
 2 worksheets of the following four, for each team's selected two types of background
research: Patent Search Worksheet, Standards and Codes Search Worksheet, Reverse
Engineering Worksheet and User Interview Worksheet
For the entire class to share:
 o computers with internet access
o (optional) small video or audio recorders for user interviews

Worksheets and Attachments

Example Design Challenge Project Description (docx)

Example Design Challenge Project Description (pdf)

Idea Web Example (docx)

Idea Web Example (pdf)

Patent Search Worksheet (docx)

Patent Search Worksheet (pdf)

Standards and Codes Search Worksheet (docx)

Standards and Codes Search Worksheet (pdf)

Reverse Engineering Worksheet (docx)

Reverse Engineering Worksheet (pdf)

User Interview Worksheet (docx)

User Interview Worksheet (pdf)

Introduction/Motivation
Today we are continuing to work on our engineering design project for this class. Similar to real-world engineers,
we must develop a thorough knowledge base of the information related to our design to determine if a similar
product already exists or if any regulatory and standards issues (such as intellectual property issues, safety or
environmental issues) exist that must be considered in the design of the product. We do this by conducting a variety
of information searches and compiling all the information in a useful way. Can anyone think of a way to get useful
information about our project?
Sometimes it is hard to know what information we need to find before we have a product design. One way to
identify what information we should be looking for is to break down our problem statement or "need" into an idea
web. An idea web starts with the main need or problem in the middle of a piece of paper. Then the team draws
branches from the main problem to represent different parts of the problem, such as audience, requirements,
constraints, and questions. Each engineer on the team may choose to or be assigned to focus on addressing one
particular part of the problem or the team may work together to establish the knowledge base. Often, new questions
arise, requiring the team to do additional background research in order to answer them
A patent search is another way to find existing information about a related product. This type of search is often done
by engineers in the beginning stages of product design and is really helpful for avoiding designs that infringe on an
idea that has legal protection. Many websites offer information on existing patents, including the US patent and
Trademark Office (https://www.uspto.gov/) and Google patent search (https://www.google.com/?tbm=pts).
Standards and codes developed by industry or federal, state or local governments are also important to know for
product design. Standards are any agreed-upon common criteria, item or process that helps to ensure the safety and
interchangeability of a product. For example, having standard bolt sizes helps designers communicate to
manufacturers located elsewhere exactly which bolt to use in making a product. A code is a collection of standards
that are mandatory for use in the development of a particular item. For example, building codes specify the height
and area limitations for certain types of buildings in a city. Can anyone think of why we would need to know the
standards and codes related to our product design? Some other examples might include the chemical properties of
the materials used in a product or process, the environmental impacts of the product, and the safety of the user
interfaces.
Reverse engineering an existing product is another way to learn about technologies that relate to the design of a new
product. When possible, engineers test competitor's products to determine how to make their new design even better.
They take products apart to figure out how they work, and then they often reassemble them to see how the parts
interact. Reverse engineering requires careful observation, disassembly, documentation, analysis and reporting.
Lastly, user interviews can give us valuable insight into a product design. We have already identified our target
population, and, when possible, interviewing members of that population about our product can be extremely
helpful. Since the customer ultimately determines whether a product is a success or failure, it is important to
communicate often with the user during the design process. It is useful to use props during the interviews to watch
how a user interacts with a product. Sometimes how the user uses the product is more telling than what they say
about it. Gathering initial data from the user helps the engineering team identify which aspects of the problem are
the most important to address for its audience.
Back to our engineering project—today we will focus on conducting as much background research as possible on
our problem in order to generate a common knowledge base for our team as we begin to brainstorm possible
engineering solutions.
(Note: After conclusion of this activity, proceed to the next activity in the series, Design Step 3: Brainstorm Possible
Solutions.)

Procedure
Before the Activity (Teacher Prep)

 Base this activity off of an existing project with a Design Challenge Project Description (See the
first activity of this unit, Design Step 1: Identify the Need). This can be a challenge determined by
the teacher, brainstormed with the class, or the Example Design Challenge Project
Description attached to this activity.
 Make copies of the attached Idea Web Example, one per team.
 Make copies of the Patent Search Worksheet, Standards and Codes Search Worksheet, Reverse
Engineering Worksheet, and User Interview Worksheet. Teams are asked to complete at least
two  of these four knowledge-base handouts.
 Student teams should continue with the same 3-5 members each, as determined in the first
activity of this unit, Design Step 1: Identify the Need.
With the Students

1. Review the steps of the engineering design loop as described in the pre-activity assessment.
Discuss any questions as a class.
2. Review the Design Challenge Project Description as a class.
3. Use the Investigating Questions to lead a class discussion about the role of background research
in engineering problem solving.
 4. Give each team a blank sheet of paper. Review an example idea web with the students to
illustrate how to start thinking about what background research they need to conduct. Have
student teams each create an idea web of the design challenge.
5. Have students choose at least two of the following methods for developing their knowledge
base: patent research, standards and codes research, reverse engineering, and user interview.
Have student teams complete their worksheets in sub-group pairs. Provide assistance as
questions arise. Conduct the activity-embedded assessment (as described in the Assessment
section) to discuss students' responses to the worksheet.
6. Conduct the post-activity assessment to help students share their new knowledge base within
their team and their class. This assessment asks them to create a list of the main points that
they discovered and plan to use to inform their design. Then, the students reflect on the
research process and ask if any questions are still unanswered.

Vocabulary/Definitions
code: A set of mandatory minimum standards or rules. For example, a building code, a safety code, a fire code, the
UL code, etc.
engineering design loop: A specific and iterative set of steps that engineers use to evaluate and refine potential
solutions to problems or challenges. The steps: The steps: ask to identify the need and constraints, research the
problem, imagine possible solutions, plan by selecting the most promising solution, create a prototype, test and
evaluate the prototype, and improve and redesign as needed. Also called the engineering design process.
patent: An official document given by a state or government that allows exclusive right or privilege to an inventor
for a specified period of time.
standard: Something set up and established as a rule for the measure of quantity, weight, extent, value, or quality.
For example, standardized bolt sizes. See http://standards.gov/standards_gov/standards.cfm.
target population: The population, clients, or subjects intended to be identified and served by a particular program.

Assessment
Pre-Activity Assessment
Engineering Design Loop Review: The engineering design loop is a specific set of steps engineers use to organize
their ideas and refine potential solutions to engineering challenges. Ask for student volunteers to identify and define
each step of the design process. (Note: The steps of the design loop include ask to identify the need and
constraints, research the problem, imagine possible solutions, plan by selecting the most promising solution, create
a prototype, test and evaluate the prototype, and improve and redesign as needed.)
Activity-Embedded Assessment
Worksheets: Using the attached four worksheets, have each team complete two of the following methods for
developing their knowledge base: patent research, standards and codes research, reverse engineering, and user
interview. Review and discuss the worksheet answers with the entire class. Use the answers to gauge students'
mastery of the subject.
Post-Activity Assessment
A Common Knowledge: Have students work with their team to develop common, shared background knowledge
related to their design problem. Have each team develop a priority list of the main points they plan to consider as
they begin to generate ideas for their product design. Lastly, ask each team to share two or three of their research
findings with the entire class.
Reflecting on the Process: Have the teams work together to reflect on the background research that they conducted.
Have the teams consider:

o Have we researched the most important information related to our project?

o What do we know now that we did not know before?
o Do we have any unanswered questions that surfaced as a result of our research?
o Do we need to do any follow-up research to answer those questions?

Investigating Questions
Use the following discussion questions to help students gain understanding of an important aspect of engineering
problem solving: background research.

o Why do engineers conduct background research before they design a new

product? (Possible discussion points: To find out if similar products already exist, to
discover any regulatory and standards issues, such as intellectual property issues, safety
or environmental issues, that are pertinent to the new product design.)
o Many types of background research can be conducted. What are some examples of
background research? (Possible discussion points: Basic search for existing similar
products, talking to the target audience(s), patent searches, codes and standards
searches.)

Activity Extensions
Patent Searches: Give students one of the following products (or generate your own list) and have them complete a
sample patent search. Require students to make a list of patents they find that are associated to the product. This
extension activity demonstrates the wide variety of patents that relate to a single "common" product. Possible items:
shower head, headphones, skateboard, backpack.
"Standard" Communication: Have students explain in their own words why common standards exist for the measure
of quantity, weight, extent, value, or quality of an item. Have them research a real situation or describe a fictional
scenario in which standards are not used. Ask students to share their explanations with the class.

Additional Multimedia Support

Direct students to look for patents on the US Patent and Trademark Office's website;
see: https://www.uspto.gov/patents-application-process/search-patents
For a complete description of the engineering design process,
see https://www.teachengineering.org/engrdesignprocess.php

References
Yowell, J.L. and Carlson, D.W., Eds., Introductory Engineering Design: A Projects-Based Approach, Third Edition,
Textbook for GEEN 1400: First-Year Engineering Projects, Integrated Program, College of Engineering and
Applied Science, University of Colorado at Boulder, Fall 2000.
http://itll.colorado.edu/index.php/courses_workshops/geen_1400/resources/textbook/ Accessed April 8, 2010.
Copyright
© 2009 by Regents of the University of Colorado

Contributors
Malinda Schaefer Zarske; Lauren Cooper; Denise W. Carlson

Supporting Program
Integrated Teaching and Learning Program, College of Engineering, University of Colorado Boulder

Acknowledgements
The contents of these digital library curricula were developed by the Integrated Teaching and Learning Program
under National Science Foundation GK-12 grant no. 0338326. However, these contents do not necessarily represent
the policies of the National Science Foundation, and you should not assume endorsement by the federal
government. 
Last modified: February 15, 2020

Design Step 3: Brainstorm Possible Solutions

ummary
Brainstorming is a team creativity activity that helps generate a large number of potential solutions
to a problem. In this activity, students participate in a group brainstorming activity to imagine
possible solutions to their engineering design challenge. Students learn brainstorming guidelines
and practice within their teams to create a poster of ideas. The posters are used in a large group
critiquing activity that ultimately helps student teams create a design project outline. (Note: Conduct
this activity in the context of a design project that students are working on; this activity is Step 3 in a
series of seven steps that guide students through the engineering design loop.)This engineering
curriculum aligns to Next Generation Science Standards (NGSS).

Engineering Connection
Brainstorming is a helpful technique for group projects, especially for teams needing to break out of
the same pattern of thinking and develop a new way of viewing something. Engineering teams are
usually composed of a diverse mix of individuals, including engineers with expertise in different
disciplines, as well as other professionals. Brainstorming allows teams to tap into all the expertise in
the group to develop the most successful solution to a design challenge. Some engineering
companies specialize in brainstorming unique solutions to design challenges.
Learning Objectives
After this activity, students should be able to:

 Describe and apply the "rules" of brainstorming.

 Use brainstorming as a technique to generate a large number of ideas.

Materials List
Each group needs:

 1 large sheet of butcher paper or white paper, ~ 4 x 4 ft (~1 x 1 m) in size

 a few different colored markers
 Brainstorming Guidelines Handout
For the whole class to share:

o magnets or strong tape to hang the large sheets of paper in the classroom
o 2-3 pads of sticky notes, in two different colors
o Overhead projection of Brainstorming Guidelines Handout

Worksheets and Attachments

Brainstorming Guidelines Handout (docx)

Brainstorming Guidelines Handout (pdf)

Introduction/Motivation
(Have an overhead transparency of the Brainstorming Guidelines Handout ready to display in a prominent place in
the classroom, or else make copies of the guidelines to use as handouts.)
By this point, you should have a good understanding of your design challenge. You and your team have worked to
define the problem, identify the project's constraints and requirements, and complete some background research.
Now, let's begin the process of thinking about solutions to the design challenge. To do this, engineers often use a
technique called "brainstorming." Brainstorming is a team creativity activity that helps you generate a large number
of potential solutions to a problem or challenge. It can be helpful when you need to break out of the same pattern of
thinking and develop a new way of looking at something.
When we are working to first come up with ideas, we want to keep open minds and encourage all ideas — even if
they don't seem realistic. We want to withhold criticism of our ideas and those from our team members. Also, when
we brainstorm, we are striving for quantity of ideas, not quality. Think of it like you are dragging a big net through
the ocean in hopes of catching a king salmon. While a big net scoops up many little fish in the process, it also
improves your chances that you will find your main prize!
Brainstorming is meant to encourage creative thinking; however, some basic ground rules make it more successful.
Let's take a look at these before we divide into our groups for some team brainstorming. (Show the brainstorming
guidelines by overhead projection or handout.)
Who has heard the expression "focus on quality — not quantity"? Most of the time you do want to focus more on
the quality of your work and less on how fast you can complete it. Brainstorming, in contrast, asks you to focus on
quantity, not quality. The purpose is to collect as many ideas as possible, even if they seem ridiculous. We do this
because often, wild ideas lead to the most innovative designs. Later in the design challenge you will have time to
focus on the quality and practicality of your design.
Remember to record all of your ideas; you do not want to forget an idea that could become useful later. Also, build
on the ideas of others. It is good to work together as a team to develop a possible solution, instead of selecting one
person's idea. In engineering, the best ideas are generally a team effort. Sometimes, this can start a snowball effect
of additional ideas, so remember to stay focused on the design problem you are working on right now; you will have
time to explore other ideas once you have finished working on this one.
Most importantly, when you are brainstorming, remember to withhold criticism of any ideas, including your own.
Don't worry about saying something that seems silly or unrealistic. Silly ideas can lead to excellent creative design
solutions!
(Note: After conclusion of this activity, proceed to the next activity in the series, Design Step 4: Select a Promising
Solution Using Engineering Analysis.)

Procedure
Background
Brainstorming is a group creativity technique used to generate a large number of ideas for the solution to a problem.
The process itself can boost morale, enhance work enjoyment, and improve team dynamics.
Suggested brainstorming guidelines include:

1. Focus on quantity: The first ground rule is to focus on quantity. You want to capture as many
ideas as you can — even if they seem silly.
2. Withhold criticism: Not only should you refrain from criticizing the ideas of others, you should
make sure not to criticize your own ideas as they emerge during the brainstorming process.
3. Encourage wild ideas: We know from experience that (with a bit of reworking and refinement)
wild ideas usually lead to the most innovative designs.
4. Record all ideas: During a brainstorming session it is helpful to designate a person on your team
to write down each idea as it is thrown out. Sentence structure, spelling and grammar do not
matter for this list, so wait until later to review or edit anything you write down. Just make sure
to capture all the ideas.
5. Combine and improve ideas: In the midst of brainstorming, try to build upon the ideas of
others. Think of your brainstorming session as a snowball rolling down a "mountain of ideas."
Initially, the snowball is small, but it quickly grows and gains momentum as it travels down the
hill. The best ideas in engineering are generally a team effort.
6. Stay focused on topic: Although brainstorming is meant to be creative and free flowing, make
sure you focus your ideas on the topic at hand. This helps you later when you are organizing all
the ideas generated in the brainstorming session.
Teams in which students are unfamiliar with each other may show apprehension toward sharing ideas and "letting
loose" in a brainstorming session. Remind students that brainstorming is a time to be creative, and even silly! Use
the questions suggested in the Investigating Questions section to help groups break the ice and make sure the
brainstorming ground rules are followed.
Before the Activity (Teacher Prep)
 1. Cut several large sheets of paper, one sheet per team.
2. Gather markers, sticky notes, and magnets or tape.
3. Use the attached Brainstorming Guidelines Handout to make an overhead transparency and/or
copies to use as handouts for each team.
4. Student teams should continue with the same 3-5 members each, as determined in the first
activity of this unit, Design Step 1: Identify the Need.
With the Students: Introduction & Set-Up
1. Introduce the concept of brainstorming by leading the Introduction/Motivation section.
2. Use the Brainstorming Guidelines Handout to review the brainstorming ground rules.
3. Lead the pre-activity assessment (as described in the Assessment section) to help students capture the design
challenge in a specific question. This exercise asks students to reflect on their design project and develop one
question that captures the essence or basics of the design challenge.
With the Students: Team Brainstorming
4. Give each team a big piece of paper and a few markers.
5. Ask teams to write their specific design challenge question from Step 3 (above) across the top of their papers.
6. Initiate the brainstorming process by reviewing the brainstorming techniques presented in the overhead
transparency or handout (and the Procedure-Background section).
7. Invite teams to begin brainstorming with words or quick sketches using their poster-sized paper and markers.
8. Direct students to write and draw legibly and large enough so their sketches and annotations will be able to be
seen by the rest of the class from the front of the room.
9. Give the teams ~20 to 30 minutes to brainstorm. Encourage them to cover the paper with ideas.
10. If teams become stuck, ask them to jot down opposites or jot down things that are only slightly related. Just keep
them moving and associating.
11. When time is up, ask teams to cluster their ideas by circling terms that seem related and drawing lines between
the terms.
12. Have teams continue the clustering process until they have created associations among most terms. Some terms
may be left un-circled, but might still be useful.
13. Ask teams to use magnets or tape to hang their brainstorming posters on a classroom wall or the chalkboard.
With the Students: Class Brainstorming
14. Give each person several sticky notes in two colors. For example, if the class is composed of six teams, give
each student five blue sticky notes and five pink sticky notes.
15. Indicate that the blue sticky notes are to be "ideas I like," and the pink sticky notes are to be "questions or
suggestions for improvement."
16. Ask each team to come to the front of the room and explain their brainstorming posters to the rest of the class.
17. After each team has presented, ask students to "roam the room" and look at each others' posters to find ideas they
like and identify a question or suggestion for improvement.
18. Ask students to write these comments on the sticky notes and post them on the other teams' brainstorming
papers at the spot where the idea or concept is written.
19. Once everyone has finished posting their sticky notes, have each team reflect on the feedback they received via
the sticky notes, as described in the activity embedded assessment (see the Assessment section).
20. Have students save their brainstorming posters with comments so they may refer to them as the project
progresses.
21. Lead the post-activity assessment (as described in the Assessment section) with the students. In this activity
wrap up, students prepare outlines that incorporate the brainstorming data into larger ideas. These ideas may also be
recorded in paragraphs to begin a first draft of a design description.

Vocabulary/Definitions
brainstorming: A team creativity activity with the purpose to generate a large number of potential solutions to a
design challenge.

Assessment
Pre-Activity Assessment
Capture the Challenge: It helps facilitate the brainstorming activity if the class, as a whole, first arrives at a
common understanding of the design challenge. Ask teams to spend a few minutes defining the design challenge in
their own words. Write each team's response on the board and then work with the students to combine ideas to come
up with one question that captures the essence or basics of the design challenge. For example, our example project
on designing prosthetics might ask:

 How can we design a prosthetic hand to perform one mechanical function using simple
materials (such as wood, plastic tubing, bendable metals and various adhesives)?
Activity-Embedded Assessment
Team Reflection: Once teams are finished giving each other feedback using the sticky notes, ask them to write
answers to the following questions on the backs of their brainstorming posters.

1. Where are most of the "ideas I like" sticky notes concentrated on your brainstorming poster?
The ideas and concepts that other students liked are __________.
2. Where are most of the "questions or suggestions for improvement" sticky notes concentrated?
The ideas and concepts that need further development are __________.
Post-Activity Assessment
After the Storm: Ask teams to start filling in the gaps between the ideas they have just brainstormed. Have students
prepare an outline that incorporates as much of the brainstorming data that seems logical. Have them also start to
write out some larger groups of sentences or full paragraphs to expand upon the smaller clusters and phrases.
Suggest they quickly sketch some descriptions if that better illustrates their ideas. From this, they can start to write
larger sections of first draft descriptions of their designs. Remind students that they do not have to start at the
"beginning" of their brainstorming sequence. Encourage them to focus on the section that comes together most
easily.

Investigating Questions
Use these questions as a "warm up session" or to break the ice with unfamiliar team members and make sure
the brainstorming ground rules are understood.

 If your team were asked to design the perfect cell phone, what would it be like? (Possible
discussion points: How would it look? What size would it be? What would be its features?
Would these vary, depending on the target audience?)
  Imagine the school has just been awarded a large amount of money to build something new or
to create a new program. What facilities or program would benefit students most? (Possible
discussion points: Is there anything that this school is currently missing? Do any existing facilities
or programs need major improvement? How many students would be impacted by the
suggested ideas? How would you determine what would benefit the students most? How could
you get input from the entire student body in deciding the new facility or program?)

Troubleshooting Tips
Be alert for team problems with brainstorming, such as distraction and evaluation apprehension. Discourage
criticism of ideas. Remind students that in brainstorming, no idea or suggestion is "silly." All ideas should be
respectfully heard. This is the time to be uncritical and build on each others' ideas.
When creativity begins to taper during a brainstorming session, a teacher or facilitator can stimulate creativity by
asking the group questions such as: "What if you combine these ideas?" and "Can you rank these ideas from silliest
to most serious?"
Students often get caught up in the brainstorming/idea generating step of the engineering design loop and never
move to actual selection of one idea, so monitor their progress and keep them moving towards this goal.

Activity Extensions
Practice, Practice! It is always good (and fun!) to have students practice brainstorming ideas in teams. For a quick
warm-up activity or to fill extra time at the end of a class period, give student teams a hypothetical design challenge
to brainstorm for 10 minutes. Then, have them share some of their solution ideas with the class. Some example
challenges include a bedroom security system, a new desk organizer, an improved backpack, etc.

Additional Multimedia Support

IDEO is a worldwide engineering design and innovation consulting firm, known for digging deep and creatively to
find unique solutions to design challenges. See more at https://www.ideo.com/. Show students the motivating eight-
minute NBC Nightline segment on IDEO's innovation process (see brainstorming and use of sticky notes around
minute 4) as they redesign a shopping cart at: https://www.youtube.com/watch?v=M66ZU2PCIcM.

References
Yowell, J.L. and Carlson, D.W., Eds., Introductory Engineering Design: A Projects-Based Approach, Third Edition,
Textbook for GEEN 1400: First-Year Engineering Projects, Integrated Program, College of Engineering and
Applied Science, University of Colorado at Boulder, Fall 2000. Accessed April 8, 2010.
http://itll.colorado.edu/index.php/courses_workshops/geen_1400/resources/textbook/

Copyright
© 2008 by Regents of the University of Colorado

Contributors
Lauren Cooper; Malinda Schaefer Zarske; Denise W. Carlson
Supporting Program
Integrated Teaching and Learning Program, College of Engineering, University of Colorado Boulder

Acknowledgements
The contents of this digital library curriculum were developed under a grant from the Fund for the Improvement of
Postsecondary Education (FIPSE), U.S. Department of Education and National Science Foundation GK-12 grant no.
0338326. However, these contents do not necessarily represent the policies of the Department of Education or
National Science Foundation, and you should not assume endorsement by the federal government.
Last modified: February 14, 2020

Design Step 4: Select a Promising Solution

Using Engineering Analysis
Summary
Selecting a promising solution using engineering analysis distinguishes true engineering design from
"tinkering." In this activity, students are guided through an example engineering analysis scenario
for a scooter. Then they perform a similar analysis on the design solutions they brainstormed in the
previous activity in this unit. At activity conclusion, students should be able to defend one most-
promising possible solution to their design challenge. (Note: Conduct this activity in the context of a
design project that students are working on; this activity is Step 4 in a series of seven steps that
guide students through the engineering design loop.)This engineering curriculum aligns to Next
Generation Science Standards (NGSS).

Engineering Connection
Using engineering analysis to select a promising solution is the internal guidance of a project. It can
be described as the breaking down of an object, system, problem or issue into its basic elements to
get at its essential features and their relationships to each other and to external elements. It is an
important part of the engineering design loop that occurs many times during the completion of real-
life engineering product or system design. Often, a thorough and varied analysis of a design prior to
implementation leads to increased safety and efficiency in using the product.

Learning Objectives
After this activity, students should be able to:

 Describe the role of analysis in engineering.

  Evaluate alternatives using an interaction matrix analysis.
 Compare and contrast design alternatives to select the most promising idea.

Materials List
Each group needs

 Famous Failures Case Studies, one per student or pair of students

 Example Evaluating Alternatives Rubric
 Evaluating Alternatives Rubric

Worksheets and Attachments

Famous Failures Case Studies (docx)

Famous Failures Case Studies (pdf)

Famous Failures Case Studies Answer (docx)

Famous Failures Case Studies Answer (pdf)

Example Evaluating Alternatives Rubric (docx)

Example Evaluating Alternatives Rubric (pdf)

Evaluating Alternatives Rubric (docx)

Evaluating Alternatives Rubric (pdf)

Introduction/Motivation
Analysis is the essence of being an engineer; it is what distinguishes an engineer from a technician. Engineering
analysis helps us make decisions and guide the design process. A design project without analysis is like a softball
team without a coach, a ship without a sail, or a class without a teacher — imagine that! So what is engineering
analysis, exactly? Basically, it is the breaking down of an object, system or problem, into its fundamental parts to
understand their relationships to each other and to outside elements.
For example, let's say you are a part of a team of engineers working to reduce the number of car accidents that occur
during rush-hour traffic. You might start by generating a set of design alternatives to this problem: Expand the roads
and highways? Build more bike routes? Design a new subway system? Let's say your team determines the best
alternative is the expansion of roads and highways. Now another design analysis is needed: How many new
stoplights should be constructed? How many lanes do we need? How much money will it cost to maintain these new
roads? Will many trees need to be cut down? If so, will this displace birds and other wildlife?
Do you see how the engineering analysis includes much more than the object or system being designed? Even in the
case of building a new road, engineers must analyze the impacts of the new road on the city budget and the
surrounding environment and impacted wildlife.
Our history has many examples of engineering projects that either succeeded or failed because of the type of
engineering analysis used to evaluate the design. One "success story" in engineering is the development of modern
aircraft. A century ago, the first flying machines were very unsafe. Their designs were based more on bird flight
than on fundamental engineering concepts. The designers of these flying machines often tested them by jumping off
great heights — sometimes meeting their death in the process.
Fortunately, over many years, engineers have developed a much better approach to engineering analysis for
airplanes. Today, engineers use computer programs to design and build models of airplanes and see how the models
respond to elements and forces such as weather patterns and wind shear.
Now, can anyone think of an engineering "failure?" It's hard to call an unsuccessful engineering project entirely a
"failure" because we usually learn the most from failed attempts. In any case, let's take a look at some "famous
failures" in engineering and see how the role of analysis played a part in the project. (Hand out the Famous Failures
Case Studies to students, one per student or pair of students.)
It's important to understand that the types of engineering analysis are many and different throughout the course of
every design loop, and through the course of our project development. Right now, because we are more or less in the
conceptual phase of our own design challenge, we will use the engineering analysis process to help us evaluate the
best design alternative from our brainstorming results. We will do this by using an "interaction matrix" in which we
generate criteria for our design (attributes we think are important) and then rank each of our design alternatives
according to these criteria. It may sound complicated, but it is quite useful to help guide your team's decision
making process.
(Note: After conclusion of this activity, proceed to the next activity in the series, Design Steps 5 and 6: Create and
Test a Prototype.)

Procedure
Background
What differentiates engineering design from simple "tinkering until you get it right" is the role of analysis in the
design. Engineering analysis is the internal guidance of a project. It can be described as the breaking down of an
object, system, problem or issue into its basic elements to get at its essential features and their relationships to each
other and to external elements. The process of analysis is different at various stages of the design process. Toward
the beginning of a project, engineers might perform an analysis to select the best design alternative. Once the best
design alternative has been agreed upon, the team might perform design analyses that focus on the technical details
of the design.
We can learn about the role of analysis in engineering by examining case studies of engineering projects that
succeeded — and failed — due largely to the analysis used in the design. First, let's consider the development of
airplanes during the past century. Many early flight pioneers died while testing their inventions. These early flying
machines were based more on birds and other airborne creatures and less on fundamental engineering equations.
However, these early attempts gave birth to the modern field of aeronautics and the fundamental engineering
equations used to design modern airplanes.
 The design of modern airplanes, such as this Boeing 747,
depends on sophisticated engineering analysis techniques.

copyright

Another major progression that has helped the aeronautic industry is the development of computer-aided design
(CAD) programs. Engineers use these programs to build computer simulations of airplanes and analyze the effects
of different materials, forces, weather patterns, and so on. This method of analysis is generally more accurate, cost
effective, and safe than testing full-scale physical models.
Computer-aided design analysis is not confined to the aeronautic industry; many automobiles, buildings, and
prosthetic devices are designed using advanced computer software.

Computer-aided analysis applied to the design of an

automobile gearbox.

copyright

Now, let's look at a famous engineering "failure" of our time. Some past engineering failures have been attributed to
following a methodology that seemed to work. However, when scale models or forces were expanded and the
designs subjected to external elements, the results were catastrophic.
The Titanic is one example. Although the Titanic was thought to be the most robust and elaborate ship of its time (in
the early 1900s), it sank when its starboard side was punctured by an iceberg, causing the starboard side of the hull
to fill with water and tip the giant ship. Unfortunately, the engineering analysis of the ship had been a purely static
one, meaning that engineers had analyzed the ship as if it were not moving. This static analysis accounted for the
weight of the passengers, cargo and wind forces, while a dynamic analysis would have taken into account external
forces such as the unbalancing movement of a collision with an iceberg.
 The Titanic – the most elaborate ship of the early 1900s –
shown in a sea trial. Thorough engineering analysis is crucial to ensure human safety.

copyright

Many advanced analytical tools are needed to perform thorough engineering analyses; hence, it is often difficult for
beginning design students to carry out adequate analysis. A good point to make with students is that in the "real
world," engineers are continually called upon to learn and apply new engineering concepts in analysis. It is truly a
lifelong learning process.
Before the Activity (Teacher Prep)

 Read and review the four attachments (case studies and answer, example rubric, blank rubric).
 Make copies of the Famous Failures Case Studies handout (one per student or pair of
students), Example Evaluating Alternatives Rubric (one per team), and Evaluating Alternatives
Rubric (one per team).
 Student teams should continue with the same 3-5 members each, as determined in the first
activity of this unit, Design Step 1: Identify the Need.
With the Students

1. To introduce the concept of engineering analysis and provide relevant examples, lead the
Introduction/Motivation section with the students.
2. (optional) Use the Investigating Questions to discuss the role of analysis in engineering problem
solving.
3. Conduct the pre-activity assessment (described in the Assessment section) to help students
understand the role of analysis in engineering. This asks students to read the two Famous
Failures Case Studies and answer the discussion question at the end, "What factor(s) did the
engineers of both the Titanic and the Tacoma Narrows Bridge fail to include in their engineering
analysis?"
4. Start the main activity with the students by giving each design team a copy of the Evaluating
Alternatives Rubric. (Note: This would be a good time for teams to take out the design challenge
project work they have completed in previous activities [defining the problem, background
research and brainstorming ideas].)
5. Review the rubric instructions with the students. This is called interaction matrix analysis. It may
be helpful to show and refer to the example rubric.
6. Have teams begin their rubric by making lists of all the criteria they can think of to help rank
their design alternatives.
 7. Next, have teams assess the relative importance of each criterion relative to all the other
criteria.
8. Have teams normalize the values by calculating each value as a proportion of a total that equals
1.
9. Teams can now analyze alternative designs according to how well each design satisfies each of
the identified design criteria.
10. Lastly, have the teams analyze their results. The design alternative with the highest value is the
"best" idea—meaning that it best meets the criteria.

Vocabulary/Definitions
computer-aided design: The use of computer technology for the design of objects; CAD design can also include
symbolic information such as materials, processes, dimensions and tolerances.
dynamic analysis: An analysis of an object that accounts for interactions and uncertainties in the environment.
engineering analysis: The breaking down of an object, system or problem, into its basic parts to understand its
essential features and their relationships to each other and to outside elements.
rubric: A scoring tool that lists the criteria against which to evaluate a design.
static analysis: An analysis of an object as if it was not moving.

Assessment
Pre-Activity Assessment
Famous Failures: Give each student (or pair of students) a copy of the Famous Failures Case Studies. Ask them to
read the two case studies and answer the discussion question at the end: "What factor(s) did the engineers of the
Titanic and the Tacoma Narrows Bridge fail to include in their engineering analysis?" See possible answers in
the Famous Failures Case Studies Answers.
Activity-Embedded Assessment
Stepping through the Analysis Process: To make sure that students understand the process outlined in the Evaluating
Alternatives Rubric, go through the scenario presented in the example rubric. This step-by-step example shows how
a student team used the analysis process to evaluate alternatives for a scooter design.
Post-Activity Assessment
Tell It in Two Minutes: Give each team two minutes to summarize the results of the evaluating alternatives process:

1. What were the team's design alternatives?

2. What criteria did the team use to evaluate these alternatives?
3. What was the outcome of the rubric? (In other words, which alternative received the
highest score?)
4. Defend why the most promising idea from the analysis is the one that should move
forward in the design process.

Investigating Questions
Use the following discussion questions to help students gain understanding of an important aspect of engineering
problem solving: analysis.
 o What is a major difference between a technician and an engineer? (A possible answer
would explain how engineers provide analysis in their design work. Engineers figure it
out with careful testing, calculations and data analysis to evaluate their design.)
o What are some types of analysis that an engineer could use to test a design? (Possible
answers may relate to: mathematical calculations; testing of stress, loads or function; or
computer-aided analysis.)

Troubleshooting Tips
The rubric can be tricky at first. Make sure to review the process of using this matrix (and the example rubric)
before asking students to complete the matrix.

Activity Extensions
Real-Life Project Analysis: As part of the teams' background research (completed in the Design Step 2: Research the
Problem activity), students were asked to find examples of "real-life: engineering projects similar to their own
design challenge." Now, ask students to look more closely at the analysis process used by the engineers for these
projects. Did the engineers use computer simulations, build physical models, or perform another type of engineering
analysis? 

Additional Multimedia Support

Show students a four-minute video about the failed Tacoma Narrows Bridge including footage of the 1940 collapse,
at: https://www.youtube.com/watch?v=3mclp9QmCGs.

References
Famous Failures of Complex Engineering Systems. December 1-5, 1997. Theoretical Foundations of Virtual
Engineering and Complex Systems, AFOSR/Caltech Workshop, Control and Dynamical Systems, California
Institute of Technology. Accessed January 26, 2010. (Brief recaps of Titanic sinking, Estonia ferry sinking, Tacoma
Narrows Bridge collapse, Denver airport baggage handling system.)
History of Flight around the World. American Institute of Aeronautics and Astronautics. Accessed January 26, 2010.
(Profiled by country and by pioneers.) https://www.aiaa.org/Secondary.aspx?id=2910
Huston, Dryver R. and Harold R. Bosch. Aerodynamic Design of Highway Structures. Winter 1996. Public Roads
Magazine, Vol. 59, No. 3. Turner-Fairbank Highway Research Center, Federal Highway Administration, US
Department of Transportation. Accessed January 26, 2010. http://www.tfhrc.gov/pubrds/winter96/p96w46.htm
Super Bridge: Suspension Bridges. Updated October 2000. NOVA Online, Southern Oregon Public Television.
(Links to videos of Tacoma Narrows Bridge oscillation and collapse.) Accessed January 26, 2010.
http://www.pbs.org/wgbh/nova/bridge/meetsusp.html
Yowell, J.L. and Carlson, D.W., Eds., Introductory Engineering Design: A Projects-Based Approach, Third Edition,
Textbook for GEEN 1400: First-Year Engineering Projects, Integrated Program, College of Engineering and
Applied Science, University of Colorado at Boulder, Fall 2000. Accessed April 8, 2010.
http://itll.colorado.edu/index.php/courses_workshops/geen_1400/resources/textbook/
Copyright
© 2008 by Regents of the University of Colorado

Contributors
Lauren Cooper; Malinda Schaefer Zarske; Denise W. Carlson

Supporting Program
Integrated Teaching and Learning Program, College of Engineering, University of Colorado Boulder

Acknowledgements
The contents of this digital library curriculum were developed under a grant from the Fund for the Improvement of
Postsecondary Education (FIPSE), U.S. Department of Education and National Science Foundation GK-12 grant no.
0338326. However, these contents do not necessarily represent the policies of the Department of Education or
National Science Foundation, and you should not assume endorsement by the federal government.
Last modified: February 14, 2020

Design Steps 5 and 6: Create and Test a

Prototype
Summary
Students learn about the importance of creating and testing prototypes during the engineering
design process. They start by building prototypes, which is a special type of model used to test new
design ideas. Students gain experience using a variety of simple building materials, such as foam
core board, balsa wood, cardstock and hot glue. They present their prototypes to the class for user
testing and in the following activity create prototype iterations based on feedback. (Note: Conduct
this activity in the context of a design project that students are working on; this activity reflects Step
5 and Step 6 in a series of seven steps that guide students through the engineering design loop.)This
engineering curriculum aligns to Next Generation Science Standards (NGSS).

Engineering Connection
Prototypes are routinely used as part of the product design process to give engineers and designers
the ability to explore design alternatives, test theories and confirm performance prior to starting
production of a new product. Almost every engineering discipline uses prototypes in some way,
including aerospace, computer, mechanical, civil, environmental and electrical engineering.
Learning Objectives
After this activity, students should be able to:

 Explore design alternatives through the creation and testing of prototypes.

 Explain the difference between prototypes and models.
 Compare and contrast the use of different construction materials in the development of
prototypes.

Educational Standards 
  NGSS: Next Generation Science Standards - Science

  International Technology and Engineering Educators Association - Technology

Suggest an alignment not listed above

Materials List
Prototyping materials and tools for the entire class to share may vary, depending on the project. Some suggested
items include:

 foam core board

 balsa wood
 cardstock
 wooden or metal dowels
 craft utility knives
 rulers (if using utility knives, metal-edged rulers work best)
 cutting surface, such as a plastic board, kitchen cutting board or back of a newsprint pad
 hot glue and hot glue gun
 scrap materials (have students scavenge or ask for donations)
 Foam Core Tips Handout, one per team (if using foam core)

Worksheets and Attachments

Foam Core Tips Handout (docx)

Foam Core Tips Handout (pdf)

More Curriculum Like This

Designing Medical Devices for the Ear

Middle School Lesson

Time for Design

Elementary Lesson

Learn to Build a Rocket in Five Days or Your Money Back

Elementary Lesson

Design Step 7: Improve and Redesign/Manufacture a Product

High School Activity

Introduction/Motivation
How does a typical engineering design loop begin? (Take suggestions from the students.) That's right. The
engineering design process begins by defining the engineering challenge, performing background research,
brainstorming potential solutions, and evaluating several alternatives. And what is next? (Listen to suggestions from
the students.) Next, an engineering team synthesizes this information to begin creating the product. Many times,
something that works on paper proves to be very difficult to build. To help engineering teams assess the
"buildability" of their project concept, they often create prototypes.
A prototype is a working model of a product that is used for testing before it is manufactured. Prototypes help
designers learn about the manufacturing process of a product, how people will use the product, and how the product
could fail or break. A prototype is not the same thing as a model. A model is used to demonstrate or explain how a
product will look or function. A prototype is used to test different working aspects of a product before the design is
finalized.
For example, a team of engineers designing a new cell phone might produce several cardboard and paper models to
illustrate how the final product would look and feel. They may survey the general public to gain feedback about how
the cell phone could look. The team might build a sturdier plastic prototype to test how easily the cell phone could
break when dropped. If the prototype does not meet the team's design requirements, then they may complete an
"iteration." Iteration is when engineers try again and re-design, re-build and re-test. Engineers often iterate many
times before determining the final solution to a problem. Once a successful prototype has been developed, the
engineering team can use it as a mock-up for full-scale manufacturing.
Your team will follow a similar process. By building a prototype, you should be able to determine if your chosen
design solution is feasible and which aspects of your design needs special materials or further refinement. You will
also ask other people to test your prototype to help you identify any problems a user might encounter. You will have
time to complete iterations, or modifications, to your prototype in the next activity.
(Note: After conclusion of this activity, proceed to the next activity in the series, Design Step 7: Improve and
Redesign/Manufacture a Product.)

Procedure
Background
New designs often have unexpected problems, and it is often difficult to determine whether a new design or product
will perform as intended. Prior to large-scale manufacturing of a product, engineers often build prototypes. A
prototype is a model of a product used to explore design alternatives, test theories, confirm performance and ensure
the product is safe and user-friendly. Engineers use prototypes to figure out specific unknowns still present in the
design.
For example, a student team designing a prosthetic hand that rolls dice could build a prototype using simple
materials such as wood, rubber bands and string to test that the prosthetic hand performs the desired function of
rolling and picking up dice. In most cases, an iterative series of prototypes is designed, constructed and tested as the
final design emerges, is refined and becomes ready for production.
A philosophy often repeated and credited to Tom Kelley of IDEO, a successful worldwide engineering design and
innovation consulting firm, is, "Fail often to succeed sooner." It might be helpful for students in the midst of
prototyping iterations to see the value of this approach as expressed by professional designers. We learn more from
failures than successes.

Rapid prototype
machines can literally bring computer-aided engineering designs to life! Some examples of objects, tools
and parts manufactured using a rapid prototype machine and CAD software.

copyright
Often, the term prototype is interchanged with the term "model," which can cause confusion. While several types of
prototypes exist, for the purpose of this activity, we will make the following distinction: Whereas a model is used to
demonstrate or explain how a product will look or function, a prototype is used to work out the kinks in a design or
to try new ideas. Keep in mind that prototypes are unrefined versions of a future product. Most companies do not
show prototypes to the general public to ensure that the public's opinion is based on the final product.
In some cases, engineers "rapid prototype" a part. Rapid prototyping is the automatic construction of physical
objects using additive manufacturing technology and computer-aided design (CAD) software.
Basically, a virtual design from CAD software is "read" by a rapid prototyping machine that divides the design into
thin horizontal slices. The machine then lays down successive horizontal layers of liquid or powder (such as ABS
plastic material) and adhesive in the shape of the virtual design. The primary advantage of rapid prototyping is the
ability to create almost any shape or feature, including assemblies with moving parts.
Before the Activity (Teacher Prep)

 Collect various materials and tools that students can use to construct prototypes.
 If using foam core board as a primary building material, review the tips outlined in the
attached Foam Core Tips Handout, and make copies, one per team.
 Student teams should continue with the same 3-5 members each, as determined in the first
activity of this unit, Design Step 1: Identify the Need.
With the Students
1. Explain to students the purpose of building prototypes. Mention that several types of prototypes exist, but we will
focus on creating prototypes for the purpose of testing different working aspects of a product.
2. (optional) Ask students the Investigating Questions about creating and testing prototypes.

Students perform user testing to see if their prototypes

function as intended.

copyright

3. Show students the available building materials (or allow them to bring in their own if this was established in
advance).
4. Review the Foam Core Tips Handout (if applies), or any other information on material use or tool safety.
5. Lead the pre-activity assessment (as described in the Assessment section) to give students a chance to sketch their
ideas before constructing prototypes. Students are asked to complete a more detailed sketch of their design than in
previous activities. Have them label materials and specify dimensions.
6. Give students "free time" to experiment with the materials and begin construction. Answer questions as they arise.
7. Early in the construction process, briefly stop the class to lead a mini design review as described in the
Assessment section (activity embedded assessment). Have each team show the class their initial prototype, explain
its purpose, and describe any challenges they have encountered during the build process. Follow with a class
discussion to collaborate in figuring out possible solutions.
8. Once teams have finished the build process, have them swap prototypes and engage in the user testing as
described in the Assessment section (post-activity assessment).
9. Ask the design teams to reflect on the feedback received by summarizing the feedback and what changes they
intend to make in the next iteration of their designs in the Design Step 7: Improve and Redesign/Manufacture a
Product activity.

Vocabulary/Definitions
balsa wood: One of the lightest varieties of wood available with remarkable strength. Because it can be carved
easily and bent into a number of shapes, balsa wood is often used to build models and prototypes.
foam core board: A lightweight and rigid material commonly used to produce architectural models, prototype small
objects and produce patterns for casting. It consists of three layers—an inner foam layer (Styrofoam, polystyrene,
etc.) with outer facings of slick, smooth paper in various colors.
iteration: Repeating a series of steps to get closer to a desired outcome (that is, re-design, re-test, re-build to get
nearer to an optimal engineering solution to a specific problem). Also: A version of the final product or solution. For
example: Our third iteration passed the strength test.
manufacturing: The use of machines, tools and labor to make things for use or sale. On a large scale, the
transformation of raw materials into finished goods.
model: A plan, representation (often in miniature), or description designed to show the main object or workings of a
product concept.
prototype: A model of a product that is used for testing before it is manufactured. Prototypes help designers learn
about the manufacturing process of a product, how people might use it, and its durability.
rapid prototyping: The automatic construction of physical parts and prototypes using additive manufacturing
technology directed by computer-aided design modeling software. In additive manufacturing, a material is laid down
in layers to create an object.

Assessment
Pre-Activity Assessment
Sketch It! Have students use their initial sketches or outlines created in the Design Step 3 activity to generate more
detailed sketches of their envisioned prototypes, labeling them with dimensions and materials. Now that they have
seen the available materials, they should have a sense for the degree of the complexity achievable in this first
prototype. Review the sketches with the students to check that they are designing prototypes, not models. If time
allows, have them draw the prototype sketches to scale.
Activity-Embedded Assessment
Design Review: Briefly stop the prototype construction process to bring the class together as a group. Ask each team
to show its initial prototype, explain its purpose (what the team is attempting to test) and describe any challenges
encountered during the build process. Write these challenges on the board and lead a class brainstorming session so
students may offer solutions to other teams' challenges. (Note: Alternative options for performing design reviews
include: asking the team to present to a small "client focus group" that includes the teacher and a few others, having
students rotate around the room and review for one other team, or asking another class to come in to listen and
provide feedback to initial design descriptions.)
Post-Activity Assessment
User Testing: To simulate user testing, have each team swap prototypes with another team. Ask teams to give each
other feedback:

 Is the prototype functional? What works? What does not work?

 Is the prototype used to explore several design alternatives?
 What improvements could be made?
Reflection: After user testing, ask the design teams to reflect on the feedback received. Have them write short
documents for the teacher summarizing the feedback and what changes they intend to make in the next iteration of
their designs.

Investigating Questions
Use the following discussion questions to help students gain understanding of an important aspect of engineering
problem solving: creating and testing prototypes.

 What is an advantage of building a prototype prior to full-scale manufacturing? (Possible

answer: Exploring design alternatives with a prototype saves resources [time, money and
materials] required to manufacture a final product.)
 Why might most engineering companies refrain from releasing a prototype to the general
public? (Possible answer: Because they want the public's opinions to be based on the final
product, not on early versions and rudimentary prototypes.)

Safety Issues

 This is the first point in the design cycle in which safety issues are important. Remind students to
be careful when using hot glue, utility knives, and construction materials and tools.

Troubleshooting Tips
If students become frustrated with the way their initial prototypes look, remind them that prototypes are used to test
out new ideas and are not meant to look perfect!

Activity Extensions
Limitations to Prototypes: Have student teams brainstorm the limitations of prototypes and generate lists of ideas.
Engage the class in a discussion of these limitations and expand the discussion to talk about what can be done to
accurately determine these factors for final production. For example, limitations might include evaluating costs, time
to build, material function and actual environmental impact.
References
Prototype. Last updated January 1, 2010. Wikipedia, The Free Encyclopedia. Accessed January 27, 2010.
http://en.wikipedia.org/wiki/Prototype
Rapid prototyping. Last updated January 13, 2010. Wikipedia, The Free Encyclopedia. Accessed January 27, 2010.
http://en.wikipedia.org/wiki/rapid_prototyping
Sloane, Paul. Failure is the Mother of Invention. Published October 13, 2004. Innovation Tools. Accessed February
9, 2009. http://www.innovationtools.com/Articles/EnterpriseDetails.asp?a=158

Copyright
© 2009 by Regents of the University of Colorado

Contributors
Lauren Cooper; Malinda Schaefer Zarske; Denise W. Carlson

Supporting Program
Integrated Teaching and Learning Program, College of Engineering, University of Colorado Boulder

Acknowledgements
The contents of this digital library curriculum were developed under a grant from the Fund for the Improvement of
Postsecondary Education (FIPSE), U.S. Department of Education and National Science Foundation GK-12 grant no.
0338326. However, these contents do not necessarily represent the policies of the Department of Education or
National Science Foundation, and you should not assume endorsement by the federal government.
Last modified: February 25, 2020

Design Step 7: Improve and

Redesign/Manufacture a Product
Summary
As students learn more about the manufacturing process, they use what they learned from testing
their designs in the previous activity to continue to improve and redesign. Students also have the
opportunity to manufacture their final product. Teams work with more advanced materials and
tools, such as plywood, Plexiglas, metals, epoxies, welding materials and machining tools. (Note:
Conduct this activity in the context of a design project that students are working on; this activity is
Step 7 in a series of seven steps that guide students through the engineering design loop.)This
engineering curriculum aligns to Next Generation Science Standards (NGSS).
Engineering Connection
Improving and redesigning is an important part of the engineering design process. It allows
engineers to think about how they could improve their designs after testing. They often iterate to
make the product the best that it can be. Once an engineer has developed a design for a product,
s/he often creates an engineering drawing to be used by a machinist or manufacturer to create the
product. Engineers must be careful about the details to assist in creating products that can be
efficiently manufactured.

Learning Objectives
After this activity, students should be able to:

 Evaluate the most successful aspects of a prototype and extend these to the manufacture of a
final product.
 Describe how engineering drawings are the communication between engineers and
manufacturers.
 Create a product according to specifications while working with more advanced building tools
and materials.

Materials List
Each group needs:

 graphing paper
 pencils
 rulers
 sticky notes
 Evaluation Rubric, for group to see and teacher to fill out
Materials and tools for the entire class to share will vary, depending on the project topic. Suggestions:

 foam core
 balsa wood
 plywood
 sheet plastic
 cardstock
 wooden or metal dowels
 craft utility knives
 rulers (if using utility knives, metal-edge rulers work best)
 cutting surface, such as plastic board, kitchen cutting board or back of newsprint pad
  hot glue and hot glue gun
 epoxy (if binding metal or plastic)
 scrap materials (have students scavenge or ask for donations)
 hardware (nuts, bolts, screws, hinges, fasteners, wire)
 machining tools (drills, saws, sanders)
 (optional) overhead projector with transparencies of Types of Engineering
Drawings, Engineering Drawing Components and Evaluation Rubric

Worksheets and Attachments

Types of Engineering Drawings (docx)

Types of Engineering Drawings (pdf)

Engineering Drawing Components (docx)

Engineering Drawing Components (pdf)

Evaluation Rubric (docx)

Evaluation Rubric (pdf)

Pre-Req Knowledge
Prior to beginning this activity, students must complete the associated activity, Steps 5 and 6: Create and Test a
Prototype.

Introduction/Motivation
What's the end result of the engineering design loop? (Take suggestions from the students.) Improving and
redesigning to create a final product is the culmination of the engineering design process. And, that's where
manufacturing comes in. Basically, manufacturing is the use of machines, tools and labor to make things for use or
sale. Manufacturing is most commonly applied to industrial production, in which raw materials (such as iron ore,
logs or crude oil) are transformed into finished goods on a large scale. Generally, it is more economical (per piece)
to manufacture goods on a large scale because you can produce a lot at one time.
Although you will be manufacturing a final product, you won't be doing so on a large industrial scale. Instead, to
create your final creation, you will work with more advanced materials than what you used previously. Possible
materials are plywood, sheet plastic, metals, epoxies and adhesives, as well as machining tools.
Before we start manufacturing, it is important to improve your design to make it the best that it can be- that is go
through different iterations. Then, what you want to do is select the most successful attributes of your final prototype
and incorporate them into your final product. For example, maybe you design a promising hinging mechanism for
your prototype that could work even better with sturdier materials—say pieces of sheet metal and screws. Or maybe
you have trouble joining two parts of your prototype using regular classroom glue. For your final prototype you can
use a more advanced adhesive, such as an epoxy.
Once you have identified the successful attributes of your final prototype and thought through how you might
incorporate these attributes into your final product, you will create an engineering drawing. An engineering drawing
fully defines all geometric features of a design in enough detail and clarity that another person could build that
component or product. For example, "design for manufacturing" (DFM) is a process that takes the different
available machining processes into consideration when completing a drawing. This approach improves
communication with a machinist and the quality of the final product. Communication of the design is an important
part of the process and engineering drawings help with that.
Have you heard the carpentry expression "measure twice, cut once"? The same idea pertains to engineering. The
process of creating an engineering drawing helps you transform the final product concept in your mind to something
tangible on paper that others (like the other groups in our class) can refer to and discuss. It also helps you visualize
the smaller details of your product so you can select the most appropriate materials and building processes.
Some of the materials and building processes you use to manufacture your final product may be similar to or the
same as those used to make your prototype. Although your final product may resemble your prototype, you want to
focus more on craftsmanship and aesthetics—making your final product look good! Once you have worked out the
kinks in your design, you can devote your attention to manufacturing a functional and polished final product.

Procedure
Background
Prototypes are used to explore design alternatives, test theories, confirm performance, and ensure a product is safe
and user-friendly (as learned in the previous activity, Design Steps 5 and 6: Construct and Test a Prototype). It often
requires improving and redesigning to find the best design. A successful prototype is used as the basis for creating a
final product. The goal is to extract the most successful features of the prototypes and integrate them to create a final
product.
Before constructing the final product, it is important to have a detailed engineering drawing in hand. An engineering
drawing is a type of technical drawing used to fully and clearly define requirements for manufacture of the product.
These drawings usually provide information on materials and dimensions, as well as multiple drawing views of the
product. See the attached Types of Engineering Drawings and Engineering Drawing Components.
Modern engineering drawings are often produced using computer-aided design (CAD) software programs; however,
engineering drawings can be adequately generated by hand. Regardless of the method, the purpose of the drawing is
to accurately and unambiguously capture all the geometric features of a design such that another person (such as a
machinist) has all the information needed to produce that component or product.
Typically, a final product is constructed using higher-quality materials than what were used to create its prototypes.
These materials may include metal, wood, plastic, ceramics and electronics. Also, more advanced construction
techniques may be employed, such as special machining tools, welding equipment, and laser cutting equipment.
Check with your school to see what machining and manufacturing equipment is available. If these resources are not
available, check with people in your community who have access to these resources. Sometimes a smaller
engineering or manufacturing company can assist students with simple manufacturing. Another option is to check
with a local university, community college or technical training school. These facilities usually have a machine shop
and other manufacturing resources, and you may be able to arrange for students to use the facilities.
Before the Activity (Teacher Prep)

 Gather the materials needed to manufacture students' final products.

 Determine the amount of time necessary for the manufacturing process. Depending on the
nature of the projects, this could range from several class periods to several weeks.
 If necessary, contact machine shop/manufacturing facilities managers to make arrangements for
students to use off-campus resources.
  Because many of the materials and building processes will be new to students, it may be difficult
for the teacher to help every team at once. To facilitate the product construction process, see if
students' parents or other adults can help the teams get started during the manufacturing stage.
 As necessary, prepare written instructions to guide students to complete certain aspects of the
manufacturing process that are the same for each team. For example, using epoxy to join plastic
parts together might be a common manufacturing process.
 As necessary, set up advance workshops to introduce new materials and tools (for example, a
"saws and drills workshop") as support for project manufacturing needs.
 Create overhead transparency (or make copies) of the Types of Engineering
Drawings, Engineering Drawing Components and Evaluation Rubric.
 Make copies of the Evaluation Rubric (one per team) for students to see and teacher to use.
 Student teams should continue with the same 3-5 members each, as determined in the first
activity of this unit, Design Step 1: Identify the Need.
With the Students: Improve and Redesign

1. Using the results of testing and reflections from the previous activity, have students create at
least one iteration of their prototypes. Have students make modifications and re-build their
prototypes.
2. Allow students to continue making improvements until they are satisfied with their final designs.
With the Students: Prior to Manufacturing (Research & Drawing)

1. Discuss manufacturing with the class, as presented in the Introduction/Motivation section.

2. Use the Investigating Questions to lead a class discussion about design for manufacturing.
3. Have student teams refer to their final prototype(s) as you lead the activity embedded
assessment (as described in the Assessment section). Ask each team to use their prototype(s) to
discuss and evaluate the most successful design features, what they want the final product to
do, and how they might combine the successful features from their prototype(s) into the final
product. Encourage students to draw their prototypes to scale, making sure that the scale is
written explicitly on the sketch.
4. Give each team several sheets of graphing paper, pencils, and rulers.
5. Have the teams begin sketching how they might create an engineering drawing for manufacture
of the final product based on the successful features of their prototypes.
6. Teams may need more than one class period to finish their sketches. Some independent
research may also be needed for teams to gather information about possible materials, different
construction procedures, etc.
7. Help students turn their sketches into engineering drawings (show them the attached two
drawing handouts as examples).
8. Have students evaluate each other's drawings using the engineering drawing pin-up activity
described in the Assessment section.
With the Students: The Manufacturing Process

9. Give students time for the final product manufacturing process, which may range from several
class periods to several weeks.
 10. As necessary, have groups complete workshops to introduce new materials and tools (for
example, a "saws and drills workshop").
11. Provide written instructions to guide students to complete certain aspects of the manufacturing
process that are common among teams. For example, how to use epoxy to join plastic parts.
12. With the guidance of teachers, parents and other adults, help teams complete their final
product manufacturing.
With the Students: Test and Evaluate Design

13. Pair each team with another and give them a few minutes to "show and tell" their products.
14. Have each team prepare a 3-5 minute presentation about their project to present to the class,
as described in the Assessment section. Require the following presentation components: explain
the problem or need that the product is designed to solve, talk about the target audience, show
how the product works and what it does, and explain the design process they followed.
15. Use the attached Evaluation Rubric to grade each team's product prototype and other design
process elements.

Vocabulary/Definitions
balsa wood: One of the lightest varieties of wood available with remarkable strength. Because it can be carved
easily and bent into a number of shapes, balsa wood is often used to create models and prototypes.
engineering drawing: A way to accurately and unambiguously capture all the geometric features of a design to allow
another person (such as a machinist) to produce that component or product.
epoxy: A high-performance adhesive used for wood, metal, glass, stone and some plastics.
foam core board: A strong and lightweight material commonly used to produce architectural models, prototype
small objects and produce patterns for casting. It consists of three layers—an inner layer of polystyrene with outer
facings of white or brown craft paper.
iteration: Repeating a series of steps to get closer to a desired outcome (that is, re-design, re-test, re-build to get
closer to an optimal engineering solution to a specific problem); can also refer to a version of the final product or
solution.
machinist: A person who uses machine tools such as drills, mills and lathes, to make or modify parts (primarily
metals parts) that conform to a set of specifications, usually in the form of engineering drawings.
manufacturing: The use of machines, tools and labor to make things for use or sale. On a large scale, the
transformation of raw materials into finished goods.
Plexiglas: A transparent plastic material often used as an alternative to glass. Because of its low cost, and easy
handling and processing, it is often used to build models and prototypes.

Assessment
Pre-Activity Assessment
Review: Have students review what they wrote for their reflection at the end of the Design Steps 5 and 6: Create and
Test a Prototype activity to assess changes they intend to make.
Activity Embedded Assessment
What Works? Ask teams to examine and evaluate their final prototypes as they discuss the following questions
among their teammates:
  What are the most successful design features of our prototype(s)?
 What do we want our final product to do?
 How could we combine the successful features from our prototype(s) into our final product?
 Use students' responses to verify that they understand that their final products should be based
on the successful features of their prototypes.
Engineering Drawing Pin-Up: Have groups attach their engineering drawings to a chalkboard or classroom wall.
Ask each team to evaluate one or two drawings (other than their own) as if they were a team of machinists or
manufacturers preparing to construct the product. In other words, could they manufacture the product based solely
on the information contained in the engineering drawing, or is more or different information needed to fully define
the manufacturing process? Using sticky notes, have teams write down what clarifying information is needed and
attach the comments to the corresponding engineering drawing. (Note: This is similar to the brainstorming process
outlined in the Design Step 3 activity).
Post-Activity Assessment
Team Presentations: Ask each team to prepare a 3-5 minute presentation about its project. Require that students
explain the problem or need that the product is designed to solve, talk about the target audience, show how the
product works and what it does, and explain the design process followed. Give each team written or verbal feedback
to help them think about any final product modifications. Use the attached Evaluation Rubric for grading. Use this
time to evaluate whether the students:

 Have identified a target audience

 Designed a product to solve a specific problem or need
 Designed a safe product
 Designed a functional product
 Used materials appropriately

Investigating Questions
Use the following discussion questions to help students gain understanding of an important aspect of engineering
problem solving: design for manufacturing.

 What are some differences between a prototype and a final product? (Possible answer: A
prototype is a special type of model used to explore design alternatives. A final product is a
combination of the successful features determined through of a series of prototypes.)
 Why should an engineer or machinist have a detailed drawing in hand before beginning to
manufacture a final product? (Possible answer: When an engineer or machinist fully
understands the dimensions, materials and procedures required for manufacturing a product,
mistakes are less likely to occur and the final product will resemble the one designed.)

Safety Issues

 Safety issues are very important during this step of the design process, especially with
construction techniques that are new to students. Review safety procedures for every
construction or fabrication process, and if possible, solicit help from other adults to help in this
phase of the project.
Troubleshooting Tips
The manufacturing process often takes longer than students expect. At the beginning of class, ask each team "what
will you accomplish today?" and then check in with them at the end of the period to see if they met their daily goals.
This helps all team members stay on target and be accountable for the project.
You may want to share the Evaluation Rubric with students in advance, so they are clear on what they will be
graded on at the end.

Activity Extensions
Project Documentary: Have teams create short (2-4 minute) video documentaries about the making of their final
products—everything from studying their prototypes to creating engineering drawings to the actual manufacturing
process. (If video cameras are not available, have students create a picture flow chart or scrapbook instead). This
activity helps teams reflect on the engineering design process while providing summary materials for the teacher to
show future students.
Design for Manufacturability (DFM): DFM describes an engineer's knowledge and consideration of manufacturing
processes in her design. Since manufacturing processes can vary widely in costs and time, several guidelines help
engineers consider manufacturing in their designs. Some of the guidelines are: simplify the design by reducing the
number of parts, use common parts and materials, design for ease of assembly, and design for easy joining of parts.
Consideration of these guidelines in a final prototype and design can improve communication with a machinist.
Have students return to their final drawings and consider the manufacturing processes that could be used in mass
production of their design. Have them label on their drawings where they might change things in light of the DFM
guidelines.
Engineering Expo: While working on their team presentations, have groups prepare summary posters of their design
projects. Set up the classroom with an area for each team to display their research, drawings, prototypes, analysis
results, final product and poster. Invite an audience — another classroom of students and teachers, or parents and
families — to the expo, at which students gain experience and confidence explaining their work to "non-technical"
people, and hear feedback from "the public."

References
Yowell, J.L. and Carlson, D.W., Eds., Introductory Engineering Design: A Projects-Based Approach, Third Edition,
Textbook for GEEN 1400: First-Year Engineering Projects, Integrated Program, College of Engineering and
Applied Science, University of Colorado at Boulder, Fall 2000. Accessed April 8, 2010.
http://itll.colorado.edu/index.php/courses_workshops/geen_1400/resources/textbook/

Copyright
© 2009 by Regents of the University of Colorado

Contributors
Lauren Cooper; Malinda Schaefer Zarske; Denise W. Carlson

Supporting Program
Integrated Teaching and Learning Program, of Engineering, University of Colorado Boulder
Acknowledgements
The contents of this digital library curriculum were developed under a grant from the Fund for the Improvement of
Postsecondary Education (FIPSE), U.S. Department of Education and National Science Foundation GK-12 grant no.
0338326. However, these contents do not necessarily represent the policies of the Department of Education or
National Science Foundation, and you should not assume endorsement by the federal government.
Last modified: February 25, 202