Modules

To Do
My Notes
ENGG 401 - Introduction to
Engineering
Digital Notebook
Modules To Do My Notes
Modules
Introduction to Engineering

Modules
Course Rationale and Description

Introduction to Engineering is a course designed to teach students about the different engineering
fields and expose them to research opportunities, career possibilities, and coursework that will
challenge and engage them. Engineers must be problem solvers, creative thinkers, and leaders in
order to be successful in the profession. For this to happen, students need to stay in engineering
programs, be pleased with their choice of major, and develop engineering identity. This introductory
course provides a framework for the practice of engineering. This framework is a broad outline of
the tasks and responsibilities of an engineer, and the use of disciplinary knowledge in executing

To Do
those tasks. Further, this course aims to stimulate students' interest and strengthen their motivation
for, the field of engineering by focusing on the application of relevant core engineering disciplines.
The course also includes personal and interpersonal skills knowledge, skills, and attitudes that are
essential at the start of a program to prepare students for a more advanced product, process, and
system building experiences.

My Notes
Intended Learning Outcome
● ILO1 - Develop professional behavior and
a code of ethics in areas like project Criteria for Assessment
management, teamwork, and leadership. Group Project (GP) 45%
Experiential Learning Activities (ELA)
● ILO2 - Demonstrate understanding in 25%
design thinking and engineering design Self and Peer Assessment
process to create effective problem (SPA) 10%
statements, and design, build, test, and Midterm Exam (ME) 20%
analyze a simple prototype product that
addresses realistic constraints and system
requirements while using basic project
management techniques.
Course Information Syllabus
● ILO3 - Apply appropriate design process, (CIS)
prototyping, and modern engineering tools Introduction to Engineering
Website
in activity/project building.
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Modules
MODULE 1 - ENGINEERING CAREERS AND PROFESSIONS
Introduction

This module will introduce you to the engineering profession. It will discuss the most important
things and information you ever wanted to know about engineering. This material will give a
thorough discussion about what engineering and the profession is all about. The qualities or
attributes of a good engineer should possess as well as the different engineering disciplines are
also enumerated in this section. The last part of this module will tackle the different career

To Do
opportunities and options of engineers and their role in community and nation building will
likewise be discussed.

Hopefully, when you are finished reading this module, you will have a comprehensive
understanding of the engineering profession and perhaps have found the engineering niche that
attracts you most. This information, coupled with knowledge of the personal benefits you will reap

My Notes
from the profession is intended to strengthen your commitment to completing your engineering
degree. Having a clear picture of the many payoffs will be a key factor in motivating you to make
the personal choices and put forth the effort required to succeed in such a challenging and
demanding field of study.

DOWNLOADS

Topic Outcome ● Lectures [pdf]

1. Describe the important traits of ● Homework [pdf]
successful engineers ● Review Quiz 1 [Google
2. Discuss the meaning of
engineering as a discipline and a Forms]
career
3. Give examples of products and
services that engineers design
that makes our lives better
4. Explain the importance of
engineering profession in the Watch videos about "What is
development of a community and Engineering?" in the resources.
in nation building [ link ]
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Modules
MODULE 2 - DESIGN THINKING

Introduction

Design Thinking is one of the more recent buzz words in the design community. In this module,
you will be well-informed what design thinking is and its main characteristics will be investigated.
The five stages of the design thinking process will be thoroughly discussed in this section as well
as its application in project execution. This module will also take a look at the process and the

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methods associated with it.

The overall goal of this design thinking course module is to help you design better products,
services, processes, strategies, spaces, architecture, and experiences. Design thinking helps you
and your team develop practical and innovative solutions for your problems. It is a
human-focused, prototype-driven, innovative design process. Through this module ,it is hoped
that you will develop a solid understanding of the fundamental phases and methods in design

My Notes
thinking, and you will learn how to implement your newfound knowledge in your professional work
life. This material will provide you practical examples, case studies, videos, and other useful
group activities, which will help you dive further into design thinking.

DOWNLOADS
Topic Outcome
1. Operate the five stages of Design ● Lecture [pdf]
Thinking Process : Empathize, ● ELA 0A - POEMS (Activity
Define, Ideate, Prototype, Test Guide [pdf])
2. Describe the Design Thinking
● ELA 0B - 100 uses (Activity
process as applied in project
Guide [pdf])
execution
3. Demonstrate the design thinking ● ELA 1 - Wallet Challenger
processes in developing practical (Activity Guide [pdf])
and innovative solutions to ● ELA 2 - Design Thinking
real-world problems Implementation (Activity
Guide [pdf] )
● Review Quiz 2 [Google
Watch videos about "What is
Form]
Engineering?" in the resources.
[ link ]
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MODULE 3 - ENGINEERING DESIGN PROCESS

Modules
Introduction

This module will discuss the series of steps that engineers use to guide them as they solve
problems called the engineering design process (EDP). This material will present and discuss
those steps in detail and provide the students the opportunity to see and apply innovative solutions
to challenges, understand open-ended problem solving and encourage student how to learn from
failure. This module also aims to inculcate to the students the attributes of an engineer as a

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solution-seeker, a decision maker, an inventor and an innovator.

My Notes
Topic Outcome
1. Express the general components and procedures in engineering design
2. Evaluate additional design considerations such as sustainability, economics
and material selection
3. Apply the engineering design process in a specific projects/activities

Reading Material: Comparing Engineering

DOWNLOADS
Design Process and the Scientific Method ● Lectures [pdf]
[link]
● ELA 3 - Car Design
Challenge [pdf]
Watch the following videos about
“Engineering Design Process” in
● ELA 4 - Race Eat [pdf]
Introduction to Engineering website [ link ] ● Review Quiz [Google Form]
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Modules
MODULE 4 - PROTOTYPING, RAPID PROTOTYPING, PRETOTYPING,
LOFI HIFI

Introduction

To Do
Prototyping is a step to materialize an idea. Prototypes are the sample version of the
product you intend to function as a solution to a specific problem or need. Through prototypes,
testing and iteration or repetition with improvement is possible before someone arrives into a
final output. Prototypes come in different forms, from the low to high fidelity, to simple sketches
to innovative digital.

This module intends to discuss the concept of prototyping and its types along their

My Notes
applications. Also, tools and techniques available to attain such prototypes will also be
presented.

After going through this module, it is expected that you can explore the options and use
them in your final design output, to your future engineering courses and to your other potential
design endeavors and activities. You can also look into various choices of materials, and select
upon which fits your idea the most, considering also the need of your target market or audience.
Be ready to test, to deal with users, and learn from their feedback as prototyping and testing
come hand in hand. Skills on making informed design decisions thereafter is expected after
finishing the module, alongside the activities for the whole course, allowing you to be engaged
on prototyping and designing.

DOWNLOADS
Topic Outcome ● Lectures [pdf]
1. Differentiate types of ● Review Quiz 4 [Google Form]
prototyping and its
application
2. Apply common techniques
employed in LoFi and HiFi
Watch the following videos about
Prototyping
“Prototyping” in Introduction to Engineering
website [ link ]
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Modules
MODULE 5 - IDEA PITCHING BASED ON AGREED-UPON THEMES OR
PROBLEMS

Introduction

To Do
This module discusses the task of bringing an idea to someone with the power to do
something with it called pitch. Pitching is a really valuable skill that all of us need to hone, because
only if we pitch our ideas will people hear us out, adopt them, and believe in our solutions.
Students have to submit an elevator pitch on a given topic / problem assigned by the course
facilitator. This module aims to develop students’ oral communication in expressing their idea.

My Notes
Topic Outcome
1. Express idea in a multimedia presentation to develop oral communication skills.
2. Define and clarify the concept of the mini project related to their field of specialization.

DOWNLOADS
● Lectures [pdf]
Watch the following videos about
● ELA 5 - Idea Pitching (Activity
“Idea Pitching” in Introduction to
Guide [pdf])
Engineering website [ link ]
● Review Quiz 5 [Google Forms]
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Modules
MODULE 6 - TECHNOLOGY TOOLS AND CAPABILITY BUILDING

Introduction

This module introduces students technology tools that will equip them as they endeavour their
engineering journey. Lectures will be incorporated with examples to hone the knowledge on the

To Do
basics of each tool. Octave, an open-source software, will be discussed across all disciplines.
Additional discipline-specific tools will be discussed by the course facilitators. At the end of this
module students are expected to use the basic functions of the technology tools applied in
engineering discipline.

My Notes
Topic Outcome
1. Recognize technology tools and their use and functions.
2. Demonstrate the utilization of different technology tools technology tools in carrying
out a project
3. Determine and develop skills and capabilities, and appreciate potentials

DOWNLOADS Check more online tools in

● Lectures [ pdf ] Introduction to Engineering
● Review Quiz 6 [ Google Forms ] website [ link ]
Learning Resources

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Engineering website
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 Batangas State University
College of Engineering, Architecture and Fine Arts

ENGG 401
INTRODUCTION TO ENGINEERING

Dr. Elisa D. Gutierrrez

Engr. Janice F. Peralta
Engr. Danica Marie B. Mercado
 TABLE OF CONTENTS

ENGG 401 - INTRODUCTION TO ENGINEERING 1

Course Rationale and Description 1
Intended Learning Outcome 1
Criteria for Assessment 1
Supplemental Content 1

MODULE 1 - ENGINEERING CAREERS AND PROFESSIONS 2

Introduction 2
Topic Outcome 2
Lectures 2
The Engineering Profession 2
Qualities Of Engineers 3
Areas Of Engineering Specialization 5
Engineering Career Opportunities 7
Role Of Engineers In Daily Lives, Community And Nation Building 8
Activities 10
Supplemental Content 10
References 10

MODULE 2 - DESIGN THINKING 12

Introduction 12
Topic Outcome 12
Lectures 13
Design Thinking: Varied Definitions and Descriptions 13
A Design Methodology 13
A Problem-Solving Approach or Process 13
Phases/Stages of Design Thinking 14
Empathize 15
Define the problem 15
Ideate 16
Prototype 16
Test 16
The Non-Linear Nature of Design Thinking 17
Attributes of Design Thinking 18
Characteristics of Design Thinkers 19
Summing Up… 20
Activities 20
 Supplemental Content 20
References 20

MODULE 3 - ENGINEERING DESIGN PROCESS 21

Introduction 21
Topic Outcomes 21
Lecture 21
The Engineering Design Process 21
Samples of Innovations (from Innovations in Football Equipment - Khan Academy) 23
Example of innovation: The football 23
Example of innovation: Gloves 24
Activities 24
Supplemental Content 24
References 25

MODULE 4 - PROTOTYPING, RAPID PROTOTYPING, PRETOTYPING, LOFI HIFI 26

Introduction 26
Topic Outcome 26
Lectures 26
Prototyping: Varied Definitions and Descriptions 26
Advantages of Prototyping 27
Types of Prototypes 28
Activity 30
Supplemental Content 30
References 30

MODULE 5 - IDEA PITCHING BASED ON AGREED-UPON THEMES OR PROBLEMS 32

Introduction 32
Topic Outcome 32
Lectures 32
The nature of ideas 32
When do we make pitches? 33
What makes a successful pitch? 33
Knowing your Audience 34
The Elevator pitch 34
Common Mistakes When Making Pitches 34
Must Haves 34
Elevator Pitch Template 35
Activities 36
Supplemental Content 36
References 36
MODULE 6 - TECHNOLOGY TOOLS AND CAPABILITY BUILDING 37
Introduction 37
Topic Outcome 37
Lectures 37
Octave 37
What is Octave 37
Running Octave 38
Octave Environment 38
Starting Octave 39
Naming Rules for Variables 40
Elementary Calculations 40
Creating Variables and Assigning Values 41
Displaying Variables 44
Some Octave Functions 45
Script Files 46
Activities 48
Supplemental Content 48
References 48
ENGG 401 - INTRODUCTION TO ENGINEERING

Course Rationale and Description

Introduction to Engineering is a course designed to teach students about the different

engineering fields and expose them to research opportunities, career possibilities, and
coursework that will challenge and engage them. Engineers must be problem solvers, creative
thinkers, and leaders in order to be successful in the profession. For this to happen, students
need to stay in engineering programs, be pleased with their choice of major, and develop
engineering identity. This introductory course provides a framework for the practice of
engineering. This framework is a broad outline of the tasks and responsibilities of an engineer,
and the use of disciplinary knowledge in executing those tasks. Further, this course aims to
stimulate students' interest and strengthen their motivation for, the field of engineering by
focusing on the application of relevant core engineering disciplines. The course also includes
personal and interpersonal skills knowledge, skills, and attitudes that are essential at the start of
a program to prepare students for a more advanced product, process, and system building
experiences.

Intended Learning Outcome

● ILO1 ​- Develop professional behavior and a code of ethics in areas like project
management, teamwork, and leadership.

● ILO2 ​- Demonstrate understanding in design thinking and engineering design

process to create effective problem statements, and design, build, test, and analyze
a simple prototype product that addresses realistic constraints and system
requirements while using basic project management techniques.

● ILO3 ​- Apply appropriate design process, prototyping, and modern engineering tools
in activity/project building.

Criteria for Assessment

Group Project (GP) 45%
Experiential Learning Activities (ELA) 25%
Self and Peer Assessment (SPA) 10%
Midterm Exam (ME) 20%

Supplemental Content
Course Information Syllabus (CIS)
Introduction to Engineering Website

1 | ​ENGG 401 - Introduction to Engineering

MODULE 1 - ENGINEERING CAREERS AND PROFESSIONS

Introduction

This module will introduce you to the engineering profession. It will discuss the most important
things and information you ever wanted to know about engineering. This material will give a
thorough discussion about what engineering and the profession is all about. The qualities or
attributes of a good engineer should possess as well as the different engineering disciplines are
also enumerated in this section. The last part of this module will tackle the different career
opportunities and options of engineers and their role in community and nation building will
likewise be discussed.

Hopefully, when you are finished reading this module, you will have a comprehensive
understanding of the engineering profession and perhaps have found the engineering niche that
attracts you most. This information, coupled with knowledge of the personal benefits you will
reap from the profession is intended to strengthen your commitment to completing your
engineering degree. Having a clear picture of the many payoffs will be a key factor in motivating
you to make the personal choices and put forth the effort required to succeed in such a
challenging and demanding field of study.

Topic Outcome

1. Discuss the meaning of engineering as a discipline and a career

2. Describe the important traits of successful engineers.
3. Differentiate the various areas of engineering specialization
4. Explain the importance of engineering profession in the development of a community
and in nation building

Lectures

The Engineering Profession

Engineering is considered to be one of the most challenging and exciting career. It is the
application of the principles of science and mathematics to develop economical solutions to
technical problems. It is the task of an engineer to link the scientific discoveries and the
commercial applications that meet societal and consumer needs.

There are a lot of definitions that you can find about what engineering is all about but a
good starting point for answering this question is the theme of National Engineers Week, held
each February in honor of George Washington, considered to be the first engineer in the United
States . That theme depicts engineering according to its function:

“​ Engineers turn dreams into reality.”

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 Introduction to Engineering

Over the years, many variations of this theme have been put forth, from that of the
famous scientist Count Rumford over 200 years ago:

“Engineering is the application of science to the common purpose of life”

to the current standard definition of engineering provided by the Accreditation Board for
Engineering and Technology (ABET):

“Engineering is the application of science to the common purpose of life.

Engineering is the profession in which a knowledge of the mathematical and natural
sciences, gained by study, experience, and practice, is applied with judgment to develop
ways to utilize, economically, the materials and forces of nature for the benefit of
[hu]mankind”.

As you learn more about the field of engineering, you will find there is no simple answer
to the question “What is engineering?” Because engineers do so many different things and
perform so many different functions, learning about engineering is a lifelong endeavor. Still,
there is a variety of ways to start learning about and understanding engineering, one is to tap
the tremendous amount of information available online.

A question that is usually being asked: How is engineering different from science? An
excellent answer was provided by astronaut Neil Armstrong in the foreword of A Century of
Innovation: Twenty Engineering Achievements That Changed Our Lives .

Engineering is often associated with science and understandably so. Both make
extensive use of mathematics, and engineering requires a solid scientific basis. Yet as
any scientist or engineer will tell you, they are quite different. Science is a quest for
“truth for its own sake,” for an ever more exact understanding of the natural world. It
explains the change in the viscosity of a liquid as its temperature is varied, the release
of heat when water vapor condenses, and the reproductive process of plants. It
determines the speed of light. Engineering turns those explanations and
understandings into new or improved machines, technologies, and processes – to bring
reality to ideas and to provide solutions to societal need.

Qualities Of Engineers

Industrial, chemical, civil, electrical, electronics, mechanical and other engineering fields
are all words that come before the title of an engineer. Each of these professions do very
different things in order to change the way we live. Collectively, they work to make our daily
personal and professional lives more comfortable, safer, and easier to navigate. There are
several qualities that most engineers share: among them are ​curiosity, critical thinking,
creativity, effective communication, and a collaborative spirit.

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 Introduction to Engineering

1. Curiosity
Children who spend hours taking apart toys just to see how they work are the kind of kids who
grow up to be engineers. Engineers are curious because they want to know how and why things
work as they do. For many engineers, once they have this understanding, their thinking morphs
into how they can make it better, faster, and more efficient for less money!

2. Critical Thinking
Engineers need to analyze, evaluate, and synthesize information to make objective judgments
and recommendations. They rely on these critical thinking skills in every stage of their work,
particularly when it comes to decision-making. Engineers who can think critically, are able to
effectively handle the wide variety of technical, administrative, policy, and interpersonal
communication challenges that arise within a day’s work or a project’s timeline.

3. Creativity
Many may think that the words “creative” and “engineer” are mutually exclusive. At first glance, it
would seem that in a field structured by math and science there would be little to no room for a
creative spirit but when one looks more deeply, the creative engineer is changing the way we
live and work as creativity often spurs innovation! It was a creative engineer who converted
another glue-based project into Sticky Notes.

4. Effective Communication

An engineer, in any industry, can have brilliant ideas for a project but if he or she cannot
articulate those ideas to management, teammates, clients, and other stakeholders they are of
no use. Effective engineers understand that clear, concise, written and verbal communication is
the key to giving their ideas life and their team a competitive edge. Succinct communication
becomes even more important in today’s global business context where language and meaning
often become lost in translation. While it is true that many graduate programs in engineering
place little focus on teaching students these skills, there are plenty of resources such as books,
podcasts, and webinars of which engineers may avail themselves in order to improve their
ability to effectively communicate.

5. A Collaborative Spirit

Engineers do not work in a vacuum. They work with other engineers, supply chain
management, financial and project managers, and others from various business units.
Engineers are tasked with contributing to collaborative and cross-functional teams to ensure
integrated development. The more easily an engineer can collaborate with a team, the more
likely the project or product will be successful.

Engineers who remain curious throughout their lives, while employing sharp critical
thinking skills, combined with the ability to clearly communicate their ideas in a creative and
collaborative way, are those who will continue to ease the way in which people navigate their
world.

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 Introduction to Engineering

Aside from the above-mentioned qualities of engineers, the ff. are some additional
personality traits and work habits that typify most of today’s successful engineers

● Engineers are adept at using computers in many different ways to model and
analyze various practical problems.
● Good engineers have time management skills that enable them to work
productively and efficiently.
● Good engineers have a desire to be lifelong learners. They have to take
continuing education classes, seminars and workshops to stay abreast of
innovation and new technologies . This is particularly important in today’s world
because of the rapid change in technology.
● Good engineers have people skills that allow them to interact and communicate
effectively with various people in their organization.
● Well-trained engineers regardless of their area of specialization, have a core
knowledge that can be applied in other related fields.

In summary, successful engineers are problem solvers. They have a good grasp of
fundamental physical and chemical laws and principles to design, develop, test and supervise
the manufacture of millions of products and services. Engineers, regardless of their background,
follow scientific procedure when designing the products and services we use in our everyday
lives.

Areas Of Engineering Specialization

There are over 20 major disciplines or specializations that are recognized by the
professional engineering societies. Moreover, within each discipline there exist a number of
branches. The following are just the common engineering fields:

1. Civil Engineering

Civil Engineering is one of the oldest of the engineering fields. It emphasizes

mathematical knowledge in geometry, calculus and physical sciences. Civil engineers oversee
the construction of transportation systems, roads, architecture, construction sites.

2. Chemical Engineering
Chemical engineering is the field of applied science that employs physical, chemical, and
biochemical rate processes for the betterment of humanity. Chemical engineers apply their skills
to fundamental problems in pharmaceuticals, medical devices and drug-delivery system,
semiconductor manufacturing, and more

3. Electrical Engineering
Electrical engineering involves the conception, design, development, and production of
the electrical or electronic products and systems. It involves the application of electricity,
needed by our technological society. Electrical engineers design, develop, test, and supervise

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 Introduction to Engineering

the manufacturing of electrical equipment such as electric motors, radar, and navigation
systems

4. Electronics Engineering

Electronics Engineering integrates available and emerging technologies with knowledge

of mathematics, natural, social and applied sciences to conceptualize, design, and implement
new, improved, or innovative electronic, computer and communication systems, devices, goods,
services and processes.

5. Mechanical Engineering
Mechanical engineers research, develop, design, manufacture and test tools, engines,
machines, and other mechanical devices. They work on power-producing machines such as
electricity-producing generators, internal combustion engines, steam and gas turbines, and jet
and rocket engines.

6. Industrial Engineering

Industrial engineering focuses on the entrepreneurial and business aspect of

engineering projects. Whether it is research and development or group projects, industrial
engineers desire to create the most efficient plans for employee ,scheduling, factory schedules,
and a multitude of other factors.

7. Computer Engineering

This discipline is referred to in a multitude of terms including computer hardware

engineering, computer software engineering, and computer science., This field encompasses
the development of the programming and the physical components of a computer system.
Computer engineers work on computer hardware chips, circuit boards and keyboards.

8. Sanitary Engineering

Sanitary engineering, also known as public health engineering or wastewater

engineering, is the application of engineering methods to improve sanitation of human
communities, primarily by providing the removal and disposal of human waste, and in addition to
the supply of safe potable water.

9. Petroleum Engineering

Petroleum Engineering is a field of engineering concerned with the activities related to

the production of hydrocarbons, which can be either crude oil or natural gas. Exploration and
production are deemed to fall within the upstream sector of the oil and gas industry. Petroleum
engineers specialize in the discovery and production of oil and natural gas.

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10. Mechatronics Engineering

Mechatronics engineering is a multidisciplinary branch of engineering that focuses on
the engineering of both electrical and mechanical systems, and also includes a combination of
robotics, electronics, computer, telecommunications, systems, control, and product engineering.

11. Instrumentation and Control Engineering

Instrumentation and control engineering (ICE) is a branch of engineering that studies the
measurement and control of process variables, and the design and implementation of systems
that incorporate them. IC engineers focus on the implementation of control systems, mainly
derived from mathematical modeling.

12. Food Engineering

Food engineering is a multidisciplinary field which combines ​microbiology​,
applied ​physical sciences​, ​chemistry​ and engineering for food and related industries. Food
engineers provide the technological knowledge transfer essential to
the ​cost-effective​ production and ​commercialization​ of food products and services.

Other Engineering Disciplines:

● Aerospace engineering
● Automotive engineering
● Ceramics engineering
● Environmental engineering
● Materials engineering
● Manufacturing engineering
● Mining engineering
● Nuclear engineering
● Transportation engineering
● and many others

Engineering Career Opportunities

Engineering graduates have a broad range of career options, including different kinds of
engineering roles, jobs in related areas such as supply chain and jobs in other industries such
as finance and IT. The focus of your engineering degree will affect the types of engineering jobs
you are suited to. You can work as engineers in your specific field. Other job roles and career
areas you could work in follows:

● Engineering consultancy
● Process engineer​ing
● Technical sales engineer​ing
● Construction, civil engineering and surveying
● Engineering, design and manufacture
● Logistics, transport and supply chain

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 Introduction to Engineering

● Scientific research and development

● Design and installation
● Engineering and building professionals
● Information technology professionals
● Academicians
● Engineering Supervisors/Managers
● Health and Safety Engineers
● Pollution Control officers
● Surveying and Mapping Technicians
● Cadet engineers
There are a lot more job opportunities that engineers can land in. This broad field of
engineering encompasses an array of rewarding opportunities. Most engineers focus on a
specific field but no matter what your specialization is, qualified engineers are in demand in a
variety of fields.

Engineering positions typically require a bachelor’s degree in engineering or relevant

field. Some engineering jobs, especially in management, require a master’s degree. An
engineering degree in a specialty area may qualify engineers for a career in a related field.
Whatever your area of focus, an engineering degree will require a heavy dose of math and
science courses.

Many engineers have rewarding careers working with cutting edge technology. With this
advanced technology, the engineering field is ever-evolving and innovative. Engineers typically
enjoy working in collaboration with other team members to develop innovations in technology.
Their work environment is rarely stagnant.

Role Of Engineers In Daily Lives, Community And Nation Building

Engineers play a key role in ensuring the growth and development of a country's
economy as well as in improving the quality of life for citizens within the country. Their main
focus is on making things work efficiently and effectively by applying the theories and principles
of sciences and mathematics to research and develop economic solutions. Engineers make
products and provide services that make our lives better.

❖ To see how engineers contribute to the comfort and betterment of our everyday lives,
just look around more carefully. During the night, your bedroom was kept at the right
temperature- thanks to the mechanical engineers who designed the heating,
air-conditioning and ventilating systems in your home.
❖ When you get up in the morning, and turn on the lights, thousands of electrical
engineers and technicians in the power plants and power stations around the country
are making sure that the flow of electricity remains uninterrupted. The TV you are
using to watch your TV and morning news are designed by electrical and electronics
engineers.
❖ Manufacturing and industrial engineers are involved in creating final products,

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 Introduction to Engineering

❖ The water could be heated by natural gas that is brought to your home was made
possible through the effort of chemical, mechanical civil and petroleum engineers.
❖ The cotton towel that we use daily was made with the help of agricultural, industrial
manufacturing , chemical, petroleum, civil and mechanical engineers
❖ The foods that we eat daily were made through the collaborative effort of various
engineering disciplines-from agricultural to mechanical, to food engineers.
❖ The transport vehicles that we use are made with the effort of automotive,
mechanical, electrical, electronics, industrial, electronics, chemical and petroleum
engineers.

There is an important link between a country's engineering capacity and its

economic development. Engineers play an important role in the development of society and the
nation.

How exactly does Engineering impact society?

Are you aware of the extent of the impact engineering has made on our society as a
whole? In fact, engineers have completely changed the world we live in, from modern homes,
bridges, space travel, cars and the latest mobile technology. Innovative ideas are at the heart of
what engineers do, and they use their knowledge to create new and exciting prospects and
solve any problems that may arise.

Health

The health industry has hugely benefited from engineering. Advances in medical
technology is solely down to engineers, and without it, doctors would not be able to
treat patients the way they do today; with fantastic success rates. Engineering has
essentially allowed us to understand the medical issues in today’s society.

Technology

Engineers are the reason for the phenomenal growth in technology of every
generation. Just think about what the technological advances that are in our
everyday lives; not only can we access the world with our fingertips, engineers have
also allowed us to build satellites and machines that help us to understand the world
we live in and shape our lives on a daily basis.

Communication

Whilst on the subject of technology, the way we communicate has also vastly
improved due to engineering. We can now get in touch with people at any time of the
day in any part of the world. This has greatly improved the way we do business and
how we talk to our friends, family and strangers on a daily basis.

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 Introduction to Engineering

Development

Steam engines, jet engines and aeroplanes are all down to hard work from
engineers, and it has allowed businesses to work smarter and faster than ever
before. Improvements to travel have changed the way humans connect with one
another, opening trades for business and allowing us to literally travel to the other
side of the planet in a mere 24 hours.

Space

Visiting Space may have been a mere dream in the past, but not anymore. The
International Space Station is the largest and most complex science undertaking
ever. It allows scientists, analysts and engineers from all over the planet to come
together and conduct research that cannot be done elsewhere, finding answers to
queries that have been unquestioned for years.

There are no aspects of the world we live in today that aren't affected by the work of
engineers. The great thing is that engineering is continuing to affect society in a great and
beneficial way.

Activities
Homework [ ​pdf​ ]
Review Quiz 1 [ ​Google Form​ ]

Supplemental Content
Watch the following videos about “What is Engineering” in Introduction to Engineering
website [ ​link​ ]

References
Role of engineers in Nation Building. (2016, May 8). Study Moose.
https://studymoose.com/role-of-engineers-in-nation-building-essay
The Engineering Profession.​ (n.d.). Discovery Press. Retrieved July 26, 2020, from
http://discovery-press.com/discovery-press/studyengr/chapter24E.pdf
Top Personality Traits of Engineers.​ (2016, October 6). Kettering University | Online.
https://online.kettering.edu/news/2016/10/06/top-personality-traits-engineers
Moaveni, S. (2010). ​Engineering Fundamentals: An Introduction to Engineering​.
Cengage Learning.
Engineering Disciplines.​ (n.d.). Science Reference Services. Retrieved July 26, 2020,
from ​https://www.loc.gov/rr/scitech/SciRefGuides/eng-disciplines.html
TBS Staff. (2019, March 2). ​Engineering Careers.​ TheBestSchools.
https://thebestschools.org/careers/engineering-careers/

10 | ​Module 1 - Engineering Careers and Professions

 Introduction to Engineering

How exactly does Engineering impact society?​ (n.d.). Gloucestershire Engineering

Training. Retrieved July 26, 2020, from
https://get-trained.org/latest-news/how-exactly-does-engineering-impact-society

11 | ​Module 1 - Engineering Careers and Professions

MODULE 2 - DESIGN THINKING

Introduction

Design Thinking is one of the more recent buzz words in the design community. In this module,
you will be well-informed what design thinking is and its main characteristics will be
investigated. The five stages of the design thinking process will be thoroughly discussed in this
section as well as its application in project execution. This module will also take a look at the
process and the methods associated with it.

The overall goal of this design thinking course module is to help you design better products,
services, processes, strategies, spaces, architecture, and experiences. Design thinking helps
you and your team develop practical and innovative solutions for your problems. It is a
human-focused, prototype-driven, innovative design process. Through this module ,it is hoped
that you will develop a solid understanding of the fundamental phases and methods in design
thinking, and you will learn how to implement your newfound knowledge in your professional
work life. This material will provide you practical examples, case studies, videos, and other
useful group activities, which will help you dive further into design thinking.

This course module contains a series of practical exercises and activities that build on one
another to create a complete design thinking project. With these activities, you’ll get invaluable
hands-on experience with the methods you encounter in this course. These learning activities
will help and teach you to take your first steps as a design thinking practitioner. What’s equally
important is you can use your work as a case study for your portfolio to showcase your abilities
to future employers.

After going through this module, it is expected that you can systematically extract, teach, learn,
and apply these human-centered techniques in solving problems in a creative way in your
future design activities and businesses to come up with innovative solutions to real-world
problems.

Topic Outcome
1. Operate the five stages of Design Thinking Process : Empathize, Define,
Ideate, Prototype, Test
2. Describe the Design Thinking process as applied in project execution
3. Demonstrate the design thinking processes in developing practical and
innovative solutions to real-world problems

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Lectures

What Is Design Thinking, And Why Is It So Popular?

Some of the world’s leading brands, such as Apple, Google, Samsung, and General Electric,
have rapidly adopted the design thinking approach, and design thinking is being taught at
leading universities around the world. What is design thinking, and why is it so popular and
effective?

Design thinking is not an exclusive property of designers—all great innovators in literature, art,
music, science, engineering, and business have practiced it. So, why call it ‘design thinking’?
What’s special about design thinking is that designers’ work processes can help us
systematically extract, teach, learn and apply these human-centered techniques to solve
problems in a creative and innovative way — in our designs, in our businesses, in our countries,
in our lives.

Design Thinking is a design methodology and iterative process that provides a solution-based
approach to solving problems. It’s extremely useful in tackling complex problems that are
ill-defined or unknown, by understanding the ​human needs involved, by re-framing the problem
in human-centric ways, by creating many ideas in ​brainstorming sessions, and by adopting a
hands-on approach in ​prototyping​ and testing.

Design Thinking: Varied Definitions and Descriptions

There are various ways of teaching and practicing Design Thinking, and definitions and
descriptions vary accordingly.

A Design Methodology
Basically, Design Thinking is a design methodology. It differs from traditional design approaches
in specific ways. For example, some authors characterize Design Thinking as more creative and
user-centered than traditional design approaches.

A Problem-Solving Approach or Process

Design Thinking can be regarded as a problem solving method or, by some definitions, a
process for the resolution of problems. As a solution-based approach to solving problems,
Design Thinking is particularly useful for addressing so-called “wicked” problems. Wicked
means that they are ill-defined or tricky. For ill-defined problems, both the problem and the
solution are unknown at the outset of the problem-solving process (as opposed to “tame” or
“well-defined” problems, where the problem is evident and the solution is possible with some

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technical knowledge.) Even when the general direction of the problem may be clear,
considerable time and effort is spent on clarifying the requirements. Thus, in Design Thinking, a
large part of the problem-solving activity consists of defining and shaping the problem.

A Creativity Approach

Unlike analytical thinking, which is associated with the “breaking down” of ideas, Design
Thinking is a creative process based on the “building up” of ideas. Analytical approaches focus
on narrowing the design choices, while Design Thinking focuses on going broad, at least during
the early stages of the process.

A User-Centered Approach That Brings Design into the Business World

Design Thinking is a more creative and user-centered approach to problem solving than
traditional design methods. They point out that “Design Thinking defies the obvious and instead
embraces a more experimental approach.” The heart of the method is in understanding the
customer: All ideas and subsequent work stem from knowing the customer.

The Design Thinking methodology is not just applied to design problems. Design Thinking is
seen as a way to apply design methodologies to any of life’s situations. It is often used to
explore and define business problems and to define products and services. In other words,
Design Thinking brings the design approach into the business world. In this vein, Design
Thinking has been characterized as a discipline in which the designer’s sensibility and methods
match people’s needs, by applying what is technically feasible and by contemplating what a
viable business strategy can convert into customer value and market opportunity. As a
methodology or style of thinking, it combines ​empathy ​for the context of a problem, ​creativity in
the generation of insights and solutions, and ​rationality and ​feedback to analyze and fit solutions
to the context – All this helps derive a solution that meets user needs and at the same time
generates revenue, that is, drives business success.

Phases/Stages of Design Thinking

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We will focus on the five-stage Design Thinking model proposed by the Hasso-Plattner Institute
of Design at Stanford (d.school). d.school is the leading university when it comes to teaching
Design Thinking. The five stages of Design Thinking, according to d.school, are as follows:
Empathize, Define (the problem), Ideate, Prototype, and ​Test​. Let’s take a closer look at the five
different stages of Design Thinking. Understanding these five stages of ​Design Thinking will
empower anyone to apply the Design Thinking methods in order to solve complex problems that
occur around us - in our companies, in our countries, and even on the scale of our planet.

1. Empathize

The first stage of the Design Thinking process is to gain an empathic understanding of the
problem you are trying to solve. This involves consulting experts to find out more about the area
of concern through observing, engaging and empathizing with people to understand their
experiences and motivations, as well as immersing yourself in the physical environment so you
can gain a deeper personal understanding of the issues involved. ​Empathy is crucial to a
human-centered ​design process such as Design Thinking, and empathy allows design thinkers
to set aside their own ​assumptions about the world in order to gain insight into users and their
needs. Depending on time constraints, a substantial amount of information is gathered at this
stage to use during the next stage and to develop the best possible understanding of the users,
their needs, and the problems that underlie the development of that particular product.

2. Define the problem

During the Define stage, you put together the information you have created and gathered during
the Empathise stage. This is where you will analyze your observations and synthesize them in
order to define the core problems that you and your team have identified up to this point. You
should seek to define the problem as a ​problem statement​ in a human-centered manner.

To illustrate, instead of ​defining the problem as your own wish or a need of the company such
as, “We need to increase our food-product market share among young teenage girls by 5%,” a
much better way to define the problem would be, “Teenage girls need to eat nutritious food in
order to thrive, be healthy and grow.

The Define stage will help the designers in your team gather great ideas to establish features,
functions, and any other elements that will allow them to solve the problems or, at the very least,
allow users to resolve issues themselves with the minimum of difficulty. In the Define stage you
will start to progress to the third stage,

Ideate, by asking questions which can help you look for ideas for solutions by asking: “How
might we… encourage teenage girls to perform an action that benefits them and also involves
your company’s food-product or service?”

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3. Ideate

During the third stage of the Design Thinking process, designers are ready to start generating
ideas. You’ve grown to understand your users and their needs in the Empathize stage, and
you’ve analyzed and synthesized your observations in the Define stage, and ended up with a
human-centered problem statement. With this solid background, you and your team members
can start to "think outside the box" to identify new solutions to the problem statement you’ve
created, and you can start to look for alternative ways of viewing the problem. There are
hundreds of ​Ideation techniques such as Brainstorm, Brainwrite, ​Worst Possible Idea​, and
SCAMPER​. Brainstorm and Worst Possible Idea sessions are typically used to stimulate free
thinking and to expand the problem space. It is important to get as many ideas or problem
solutions as possible at the beginning of the Ideation phase. You should pick some other
Ideation techniques by the end of the Ideation phase to help you investigate and test your ideas
so you can find the best way to either solve a problem or provide the elements required to
circumvent it.

4. Prototype

The design team will now produce a number of inexpensive, scaled down versions of the
product or specific features found within the product, so they can investigate the problem
solutions generated in the previous stage. Prototypes may be shared and tested within the team
itself, in other departments, or on a small group of people outside the design team. This is an
experimental phase, and the aim is to identify the best possible solution for each of the
problems identified during the first three stages. The solutions are implemented within the
prototypes, and, one by one, they are investigated and either accepted, improved and
re-examined, or rejected on the basis of the users’ experiences. By the end of this stage, the
design team will have a better idea of the constraints inherent to the product and the problems
that are present, and have a clearer view of how real users would behave, think, and feel when
interacting with the end product.

5. Test

Designers or evaluators rigorously test the complete product using the best solutions identified
during the prototyping phase. This is the final stage of the 5 stage-model, but in an iterative
process, the results generated during the testing phase are often used to redefine one or more
problems and inform the understanding of the users, the conditions of use, how people think,
behave, and feel, and to empathize. Even during this phase, alterations and refinements are
made in order to rule out problem solutions and derive as deep an understanding of the product
and its users as possible.

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The Non-Linear Nature of Design Thinking

We may have outlined a direct and linear Design Thinking process in which one stage
seemingly leads to the next with a logical conclusion at user testing. However, in practice, the
process is carried out in a more flexible and non-linear fashion. For example, different groups
within the design team may conduct more than one stage concurrently, or the designers may
collect information and prototype during the entire project so as to enable them to bring their
ideas to life and visualize the problem solutions. Also, results from the testing phase may reveal
some insights about users, which in turn may lead to another brainstorming session (Ideate) or
the development of new prototypes (Prototype).
It is important to note that the five stages are not always sequential — they do not have to follow
any specific order and they can often occur in parallel and be repeated iteratively. As such, the
stages should be understood as different modes that contribute to a project, rather than
sequential steps. However, the amazing thing about the five-stage Design Thinking model is
that it systematizes and identifies the 5 stages/modes you would expect to carry out in a design
project – and in any innovative problem-solving project. Every project will involve activities
specific to the product under development, but the central idea behind each stage remains the
same.

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Designers or evaluators rigorously test the complete product using the best solutions identified
during the prototyping phase. This is the final stage of the 5 stage-model, but in an iterative
process, the results generated during the testing phase are often used to redefine one or more
problems and inform the understanding of the users, the conditions of use, how people think,
behave, and feel, and to empathize. Even during this phase, alterations and refinements are
made in order to rule out problem solutions and derive as deep an understanding of the product
and its users as possible.

Attributes of Design Thinking

Table 1 below lists the summary of the Design Thinking ​core attributes​, together with their
descriptions. To provide a better overview of the attributes, some comments based on the
definitions were also given.

Table 1​: Core Attributes of Design Thinking

ATTRIBUTE DESCRIPTION COMMENT

Ambiguity Being comfortable when Design Thinking addresses wicked ,

things are unclear or when ill-defined and tricky problems.
you don’t know the answer

Collaborative Working together across People design in interdisciplinary

disciplines teams.

Constructive Creating new ideas based on Design Thinking is a solution-based

old ideas, which can also be approach that looks for an improved
the most successful ideas future result.

Curiosity Being interested in things you Considerable time and effort is spent
don’t understand or on clarifying the requirements. A large
perceiving things with fresh part of the problem solving activity,
eyes then, consists of problem definition
and problem shaping.

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Empathy Seeing and understanding The focus is on user needs (problem

things from your customers’ context).
point of view

Holistic Looking at the bigger context Design Thinking attempts to meet user
for the customer needs and also drive business
success.

Iterative A cyclical process where The Design Thinking process is

improvements are made to a typically non-sequential and may
solution or idea regardless of include feedback loops and cycles
the phase (see below).

Nonjudgmental Creating ideas with no Particularly in the brainstorming

judgment toward the idea phase, there are no early judgments.
creator or the idea

Open mindset Embracing design thinking as The method encourages “outside the
an approach for any problem box thinking” (“wild ideas”); it defies
regardless of industry or the obvious and embraces a more
scope. experimental approach.

Source: ​ (from Baeck & Gremett, 2011) with descriptions and comments

Characteristics​ of Design Thinkers

There is a certain overlap between the attributes of Design Thinking and the characteristics of
Design Thinkers, because the latter perform the former. Following are the characteristics of
design thinkers:
● Focus on human values and needs. Have empathy for the people, solicit user feedback,
and use it in their designs
● Make experimentation an integral part of the design process, are active “doers”,
communicate through meaningful artifacts
● Collaborate with people from various backgrounds and respects their viewpoints; enable
“breakthrough insights and solutions to emerge from the diversity”.
● Can deal with wicked problems, are curious and optimistic, are integrative (holistic)
thinkers who look at the bigger context for the customer.
● Are mindful of the overall Design Thinking process with respect to goals and method

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Summing Up…

Design thinking is essentially a problem-solving approach specific to design, which involves

assessing known aspects of a problem and identifying the more ambiguous or peripheral factors
that contribute to the conditions of a problem. This contrasts with a more scientific approach
where the concrete and known aspects are tested in order to arrive at a solution. Design
thinking is an iterative process in which knowledge is constantly being questioned and acquired
so it can help us redefine a problem in an attempt to identify alternative strategies and solutions
that might not be instantly apparent with our initial level of understanding. Design thinking is
often referred to as ‘outside the box thinking’, as designers are attempting to develop new ways
of thinking that do not abide by the dominant or more common problem-solving methods – just
like artists do. At the heart of design thinking is the intention to improve products by analyzing
how users interact with products and investigating the conditions in which they operate. Design
thinking offers us a means of digging that bit deeper to uncover ways of improving user
experiences. Companies are facing ill-defined and complex problems every day—and bringing
design.

Activities
ELA 0A - POEMS (Activity Guide [​pdf​])
ELA 0B - 100 uses (Activity Guide [​pdf​])
ELA 1 - Wallet Challenger (Activity Guide [​pdf​])
ELA 2 - Design Thinking Implementation (Activity Guide [​pdf​] )
Review Quiz 2 [​Google Form​]

Supplemental Content
Watch the following videos about “Design Thinking” in Introduction to Engineering
website [ ​link​ ]

References
Gerd Waloszek (2012), ​Introduction to Design Thinking,​
https://experience.sap.com/skillup/introduction-to-design-thinking/
Design Thinking: The Beginner’s Guide,​ Retrieved July 31, 2020, from
https://www.interaction-design.org/courses/design-thinking-the-beginner-s-guide
Rikke Friis Dam and Teo Yu Siang (2020, July 15). Interaction Design Foundation. ​What
is Design Thinking and why is it so Popular​?
https://www.interaction-design.org/newsletter/
The Basics of User Experience Design by Interaction Design Foundation
https://www.interactiondesign.org/newsletter

20 | ​Module 2 - Design Thinking

MODULE 3 - ENGINEERING DESIGN PROCESS

Introduction

This module will discuss the series of steps that engineers use to guide them as they solve
problems called the engineering design process (EDP). This material will present and discuss
those steps in detail and provide the students the opportunity to see and apply innovative
solutions to challenges, understand open-ended problem solving and encourage student how to
learn from failure. This module also aims to inculcate to the students the attributes of an
engineer as a solution-seeker, a decision maker, an inventor and an innovator.

Topic Outcomes

1. Express the general components and procedures in engineering design.

2. Evaluate additional design considerations such as sustainability, economics and
material selection.
3. Apply the engineering design process in a specific projects/activities

Lecture

The Engineering Design Process

(as adopted form University of Colorado Boulder)

The​ engineering design process​ is a series of steps that guides engineering teams as we
solve problems. The design process is ​iterative​, meaning that we repeat the steps as many
times as needed, making improvements along the way as we ​learn from failure​ and uncover
new design possibilities to arrive at great solutions. Shown in ​Figure 1 is the steps in the
engineering design process.

EDP includes the following steps:

1. Ask: ​Identify the Need & Constraints
2. Research​ the Problem
3. Imagine: Develop: ​Possible Solutions
4. Plan:​ Select a Promising Solution
5. Create:​ Build a Prototype
6. Test ​and Evaluate Prototype
7. Improve: R​ edesign as Needed

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Figure 1​ - Steps in Engineering Design Process

1. Ask: Identify the Need & Constraints

Others call this as “define”, or to describe ​what is the problem, identify ​who has the problem
or need and specify the potential objective or as to ​why is it important to solve. The constraints
of the problem is essential to be identified too which includes the limitations, the project
requirements, and the goal.

2. Research the Problem

The next step is to find out the details about the problem and to do ​research. T​ his includes
collecting information through interviews or random talking to people directly or indirectly related
to the problem, up to getting to know and investigating existing technologies, solutions or
products adaptable to the needs.

3. Imagine: Develop Possible Solutions

Brainstorm ideas. Be creative and build upon the ideas of others. This way you could
generate as many solutions as possible.​Encourage wild ideas and defer judgment. Stay focused
on the topic, and have one conversation at a time. Teamwork is important.

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In the design thinking process, this step is similar to the ideate concept.

4. Plan: Select a Promising Solution

After brainstorming ideas and exploring into the possibilities, choose a solution. But before
deciding, revisit the needs(materials and tools) and constraints (consider environmental,
cultural, time, and financial issues), compare and weigh. After careful analysis on which
qualifies most of the requirements, select one solution and make a plan to move forward with it
starting with assigning team tasks.

5. Create: Build a Prototype

This concept is similar with that of the prototyping stage in the design thinking process. At
the end of each conceptualization is the goal to materialize the idea from sketch, to an operating
version of the solution. It could be made with different materials first than the final version, and
need not necessarily be fully polished. Prototypes are essential for a designer to test how the
solution will work and on what areas need revision.

6. Test and Evaluate Prototype

Test the prototype and evaluate if it works according to the need. Communicate the results
and get feedback. Look for what needs revision and improvement.

7. Improve: Redesign as Needed

Share results and continue to seek how your team could make the solution better.
Iterate your design to make the product the best it can be.
Iterate​ - to repeat an already completed task to incorporate new information

Samples of Innovations (from Innovations in Football Equipment - Khan Academy)

Example of innovation: The football

The first footballs were made of natural materials, such as an inflated pig bladder, which
was later put inside a leather cover. This is why some still call the football "pigskin". Today's
National Football League (NFL) footballs are made of cowhide leather. A inflated rubber bladder
is what is on the inside of the ball, which is then covered by several layers of leather stitched
together, then leather laces are added down one side of the ball to help with the grip of the ball.
Modern balls are designed by teams of engineers to exact specifications, with rubber or plastic
bladders, and often with plastic covers. They're oblong spheres, 11 to 11.5 inches (27.9 to 29.2
centimeters) long and weighing between 14 and 15 ounces (397 to 425 grams). A valve is on
the outside of the ball so you can pump air more easily into the ball's bladder.

Once players and coaches realized the yardage that could be gained by completing a
forward pass, teams began promoting the play. The passing game influenced design changes in
football. It evolved from a watermelon shape to a more aerodynamic ​prolate spheroid --
basically a watermelon shape with pointier ends. The laces, which originally were made just

23 | ​Module 3 - Engineering Design Process

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long enough to close the football after the bladder was inserted, became longer and more
pronounced to aid players in gripping the ball.

Example of innovation: Gloves

The inventor of the football glove was John Tate Riddell, and was invented in 1939. When
football gloves were first invented, they were used for cold weather and now they're mostly used
for grip and protection. Football gloves have now improved in durability, ​moisture wicking
(cloth that draws sweat off the skin to the outside of the fabric) capabilities, and in their ability to
stick a grab onto a football. Many receivers wear gloves that either have a sticky rubber palm,
called tact gloves, so they can have a better opportunity to catch a ball that is thrown by the
quarterback. Linemen also wear gloves for protection. Lineman's gloves have thick padding in
them to better protect their fingers and hands. In the past, it has been the practice to protect the
hands of many football players, particularly linemen, by taping the hands with conventional
adhesive tape, the tape runs across the back of the hand and across the palm. While this taping
does offer some protection against injuries, it is less than satisfactory for providing maximum
protection. With the invention of the glove, player’s hands have a maximum amount of
protection while at the same time providing maximum freedom of movement. Modern sporting
equipment engineers are making scientifically-based protective football gloves made out of
durable, super-light compounds that absorb impact forces and improve grip.

As you can see, the outcome of this continual cycle of innovation in the engineering of
football equipment has driven research in material sciences and the use of stronger and more
durable football equipment materials. Engineering is not only changing the equipment, but also
changing the way the players and the game function.

Activities

ELA 3 - Car Design Challenge [​pdf​]

ELA 4 - Race Eat [​pdf​]

❗ ❗
Review Quiz [​Google Form​]
Remember to TURN IN your activities to Google Classroom

Supplemental Content

Reading Material: Comparing Engineering Design Process and the Scientific Method
[​link​]
Watch the following videos about “Engineering Design Process” in Introduction to
Engineering website [ ​link​ ]

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References

The Engineering Design Process​. (n.d.). Science Buddies. Retrieved July 18, 2020, from
https://www.sciencebuddies.org/science-fair-projects/engineering-design-process/engine
ering-design-process-steps
Engineering Design Process.​ (n.d.). Teach Engineering. Retrieved July 26, 2020, from
https://www.teachengineering.org/design/designprocess
Innovations in football equipment.​ (n.d.). Khan Academy. Retrieved July 26, 2020, from
https://www.khanacademy.org/partner-content/49ers-steam/49ers-gridiron-eng/49ers-inn
ovations-equipment/a/innovations-in-football-equipment

25 | ​Module 3 - Engineering Design Process

MODULE 4 - PROTOTYPING, RAPID PROTOTYPING, PRETOTYPING,
LOFI HIFI

Introduction

Prototyping is a step to materialize an idea. Prototypes are the sample version of the
product you intend to function as a solution to a specific problem or need. Through prototypes,
testing and iteration or repetition with improvement is possible before someone arrives into a
final output. Prototypes come in different forms, from the low to high fidelity, to simple sketches
to innovative digital.

This module intends to discuss the concept of prototyping and its types along their
applications. Also, tools and techniques available to attain such prototypes will also be
presented.

After going through this module, it is expected that you can explore the options and use
them in your final design output, to your future engineering courses and to your other potential
design endeavors and activities. You can also look into various choices of materials, and select
upon which fits your idea the most, considering also the need of your target market or audience.
Be ready to test, to deal with users, and learn from their feedback as prototyping and testing
come hand in hand. Skills on making informed design decisions thereafter is expected after
finishing the module, alongside the activities for the whole course, allowing you to be engaged
on prototyping and designing.

Topic Outcome

1. Differentiate types of prototyping and its application

2. Apply common techniques employed in LoFi and HiFi Prototyping

Lectures

Prototyping: Varied Definitions and Descriptions

A primitive representation or version of a product

Smith (2019) defines prototyping as building a primitive representation or version

of a product that a design team or front-end-development team typically creates during
the design process. The goal of prototyping includes testing the flow of a design solution
and gathering feedback as basis for iteration before constructing the final product.

An Experimental Process

Prototyping is defined by Interaction Design Foundation as an experimental

process where design teams implement ideas into tangible forms from paper to digital.

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Teams build prototypes of varying degrees of fidelity to capture design concepts and test
on users. With prototypes, you can refine and validate your designs so your brand can
release the right products.

Building a model of a system.

University of Missouri-St. Louis defines prototyping as the process of building a

model of a system. Prototyping as an iterative process is a part of the analysis phase of
the systems development life cycle as it converts specifications into a tangible but limited
working model. Through a physical system as a prototype, user feedback is gained and
facilitates an evaluative response that the analyst can employ to modify existing
requirements as well as in developing new ones.

Initial stage of a software release

Techopedia defines prototyping as “an initial stage of a software release in which

developmental evolution and product fixes may occur before a bigger release is initiated.
These kinds of activities can also sometimes be called a beta phase or beta testing,
where an initial project gets evaluated by a smaller class of users before full
development”.

Advantages of Prototyping

1. It involves user

Prototyping allows the inputs from the users through the testing stage, as they try
the sample version or model, and provide feedback. Being able to seek their involvement
may reduce misunderstandings and prevent unfulfilled expectations as they may suggest
changes or modify the details of the provided working prototype.

2. It saves money.

Since prototyping is considered an experimental process, you start with a draft

version to show the intention behind a concept to users before investing time and money
into development. Prototypes need not to be of expensive materials and may be
considered a trial version. Also, prototyping allows early changes, thereby avoiding
commitment to a single considered ideal-version, and later incurring heavy costs due to
oversights.

3. Results in higher user satisfaction.

Prototypes increase the quality and amount of communication between the

developer and the end user. The user’s feedback after seeing potential benefits, risks
and costs through the prototype are used as foundation from which to ideate towards

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 Introduction to Engineering

improvements, resulting in higher user satisfaction. Users get to have a sense of

ownership with the emotional investment they share as their feedback is valued.

4. Exposes developers to potential future system enhancement.

Exposing the prototype to users and being open to receiving criticism and
suggestions helps you pinpoint which elements/variants work best and which do not or
those that need make-over. Sometimes, their point of view opens up opportunities for
other development or potential inspirations for innovation or invention

Types of Prototypes

1. According to Fidelity

Fidelity relates to the intricacy of the details incorporated on the prototype and its
level of functionality. Depending on the product’s development stage, the prototype may
simply be presenting a small aspect or could be the complete picture of the entire
system. The level of fidelity you choose should be appropriate for presenting to users in
user testing so they can give focused feedback.

❏ Low-fidelity prototypes

Low-fidelity prototypes are usually paper-based ranging from sketches,

hand-drawn concepts to print outs. These are helpful to visualize a range of possible
alternative design solutions, promoting brainstorming among the members of the design
team, and the users. An advantage of this approach is that its simplicity makes the users
feel more comfortable in suggesting changes. However, some consider paper prototypes
lacking realism, and may limit the feedback of the users. It may require them longer time
to process as they need to imagine how it works or how to use it as there is limitation on
the offered interaction or user experience during the testing

Samples:
Paper Prototypes
Sketches
Journey maps
Behavior maps
System flow diagrams
Storyboards

❏ High-fidelity prototypes

These are computer-based and/or digital making use of softwares. Lectures on

available tools you may use will further be discussed on Module six. While your previous
experiential learning activities on design thinking provided opportunities to learn some of

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 Introduction to Engineering

the available softwares such as Tinkercad, Sketch or Adobe XD. An advantage of Hifi
prototypes includes its ability to be engaging. It provides opportunity for the users to
realize more of the real features of the potential final product, and have a more valid user
experience. However, this requires longer time to create, needing skills and knowledge
on the use of the softwares, and access to the software.
Samples:
interactive prototypes
digital prototypes
coded prototypes

2. According to form

❏ Role-Playing

Role-playing, or experiential prototyping, is a method that allows your design

team to explore scenarios within the system you are targeting physically. Role-playing is
usually used for capturing and expressing the users’ emotional experience of using a
product or service and to gain an empathic understanding of your users. Role-players
reenact situations on the experience and use of the prototype to gain insights and seek
areas for improvement. Role-playing may be used with varying levels of detail, but the
best experience happens when the physical environment of the user is simulated.

❏ Physical Models

The purpose of a physical model is to bring an intangible idea, or

two-dimensional sketch, into a physical, three-dimensional plane. This allows for much
better testing with users, and it can spark discussions about the form factor of the
solution. Materials that can be used here may range from papers, cardboards, clay,
foam, or anything that can build physical models.

Rapid Prototyping

Rapid prototyping aims to develop learning experiences in a continual

design-evaluation cycle throughout the life of the project. This cycle, known as the spiral
cycle or layered approach, is considered to be iterative, meaning that products are
continually improved as the cycle continues.

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This can be seen more clearly by comparing Rapid Prototyping with a traditional
development model:

Table . Classic Design Model vs Rapid Prototyping

Classic Design (waterfall) Model Rapid Prototyping (spiral) Model

1. concept definition 1. concept definition

2. requirements definition 2. implementation of a
3. preliminary design skeletal system
4. detailed design 3. user evaluation and
5. code implementation concept refinement
6. test and acceptance 4. implementation of refined
7. griping because you now requirements
realize that there was 5. user evaluation and
something that got left out concept refinement
in step 2 6. implementation of refined
requirements
7. etc., etc., in a continuous
cycle

Rapid prototyping allows the designer to start with a low fidelity medium (such as
paper and pen) and move to increasingly higher fidelity prototypes as time goes on.

There are two types of prototypes that can be developed:

● Vertical Prototypes – in-depth functionality for a few or sample features
● Horizontal Prototypes – entire screen or the whole prototype with no
underlying functionality

Activity
Review Quiz 4 [​Google Form​]

Supplemental Content
Watch the following videos about “Prototyping” in Introduction to Engineering website
[ ​link​ ]

References

C. Melissa Mcclendon, Larry Regot, Gerri Akers. (2012, April 2). Prototyping. UMSL.
http://www.umsl.edu/~sauterv/analysis/prototyping/proto.html
Dam, R. F., & Siang, T. Y. (n.d.). Prototyping: Learn Eight Common Methods and Best
Practices. Retrieved August 8, 2020, from

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 Introduction to Engineering

https://www.interaction-design.org/literature/article/prototyping-learn-eight-common-method
s-and-best-practices
Prototyping. (n.d.). Usability.gov. Retrieved August 5, 2020, from
https://www.usability.gov/how-to-and-tools/methods/prototyping.html
Prototyping. (2017, June 9). Techopedia.
https://www.techopedia.com/definition/13136/prototyping
Rapid Prototyping. (2018, November 30). Retrieved August 08, 2020, from
https://www.instructionaldesign.org/models/iterative_design/rapid_prototyping/
Smith, Q. (n.d.). Prototyping User Experience. Retrieved August 8, 2020, from
https://www.uxmatters.com/mt/archives/2019/01/prototyping-user-experience.php
What is Prototyping? (n.d.). Interactive Design Foundation. Retrieved August 5, 2020, from
https://www.interaction-design.org/literature/topics/prototyping?ep=ixdf-medium

31 | ​Module - Prototyping, Rapid Prototyping , Pretotyping LoFi Hifi

MODULE 5 - IDEA PITCHING BASED ON AGREED-UPON THEMES OR
PROBLEMS

Introduction

This module discusses the task of bringing an idea to someone with the power to do something
with it called ​pitch. ​Pitching is a really valuable skill that all of us need to hone, because only if
we pitch our ideas will people hear us out, adopt them, and believe in our solutions. Students
have to submit an elevator pitch on a given topic / problem assigned by the course facilitator.
This module aims to develop students’ oral communication in expressing their idea.

Topic Outcome
1. Express idea in a multimedia presentation to develop oral communication skills.
2. Define and clarify the concept of the mini project related to their field of
specialization.

Lectures

The task of bringing an idea to someone with the power to do something with it is called a ​pitch​:
software ideas, implementation strategies, movie screenplays, organizational changes, and
business plans, are all pitched from one person to another. It is a presentation of a business
idea to potential investors. Businesses pitch to potential customers to sell their product. Finally,
some organizations pitch because they need a partner or resource to help them accomplish
their mission.

● The nature of ideas

○ Step 0: Create and refine the idea​ - Good ideas include some thinking about
execution and delivery. Most of the time it’s not worth pitching an idea until you’re
able to answer some of the basic pragmatic questions about it, such as: What
problem does this solve? What evidence is there that the problem is real, and
important enough to solve?
○ Step 1: What is the scope of the idea​ - The bigger the idea, the more involved the
pitch. When you’ve identified the scope of your idea, do some research on how
others pitching ideas of similar scope went about it.
○ Step 2: Who has the power to green light the idea ​ - Make a list of the people that
are potential recipients of your pitch. Base this list on two criteria: who has the
power needed to implement the idea, and who you might have access to. If you
have no idea who to pitch your idea to, ask around. There’s no sense developing
your pitch if there’s no one to catch.
○ Step 3: Start with their perspective -​ Consider how the person you’re trying to
pitch views the world, and keep it in mind while developing your pitch. The better

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your pitch fits into their needs, perspectives, and desires, the greater your odds
of being successful (or even being listened to).
○ Step 4: The structure of the pitch ​ - Always formulate 3 levels of depth to pitching
your idea: 5 seconds, 30 seconds, 5 minutes. The 5 second version, also known
as the elevator pitch, is the most concise single sentence formulation of whatever
your idea is. Refine, refine, refine your thinking until you can say something
intelligent and interesting in a short sentence. The 30 second and 5 minute
versions should grow naturally out of the 5 second version. In 30 seconds,
there’s enough time to talk about how you’ll achieve what you described in 5
seconds, or provide specifics of the 2 or 3 most significant things about how the
effect described in the 5 second pitch will be achieved.
○ Step 5: Test the pitch ​ - The longer you spend with an idea, the more vulnerable
you are to your own ego. Get out of your office / cubicle / apartment, and go find
smart people you know to give you feedback.
○ Step 6: Deliver​ - TMake sure you spend some time preparing for a positive
response.

● When do we make pitches?

○ Colleagues​ - to argue for a technical direction

○ Management​ - to convince that your idea/project/approach is of value
○ Customers ​- to purchase your product, to fund your project, to change their
requirements
○ ALL THE TIME!

● What makes a successful pitch?

○ Know your objective​ - Provide a focused, succinct, statement of the value

Differentiate yourself from others who offer the same (or similar) value Include
how, specifically, you can provide it Justify the ability (and cost) of your team to
do the work Make it look good
○ Present at a level appropriate for your audience - K ​ now whom you're pitching to
and tailor your pitch accordingly. Even though you're pitching the same service or
product every time, you can't just memorize a few lines and go from there. Each
opportunity is different--you'll need to tailor how you pitch to the person you're
pitching to, the social situation, and his or her level of understanding and interest.
○ Predict and answer the audience’s (unspoken) questions -​ Understand the
person's needs and motivations. To hit the emotional level that will really make
your pitch fly, you need to understand just what motivates the person you're
pitching to and what his or her needs are.
○ Leave your audience with something positive they can remember

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 Introduction to Engineering

● Knowing your Audience

○ W ​ ​hat do you want them to learn

W
○ I What is their ​I​nterest in what you have to say
○ S How ​S​ophisticated are they
○ D How much ​De ​ tail do they want
○ O Whom do you want to ​O​wn the information
○ M How can you ​M​otivate them to listen to you

● The Elevator pitch

○ The idea of an elevator pitch is that it's short, just like an elevator ride. If
executed well, this short pitch will spark the curiosity of the client and encourage
them to ask more questions. Because of its brevity, an elevator pitch works great
when seeking investors
○ A short, simple description of your business idea that anyone could understand
by the time you ride up three floors in a typical elevator.
○ Purposeful verbal message as fast as a ride in an elevator (30 -120 seconds) in
understandable language – also for technology areas
○ A concise, carefully planned, and well-practiced “answer” about yourself, your
business, your firm, your project etc.

● Common Mistakes When Making Pitches

○ Misjudging your audience (their interests, background, requirements, etc.)

○ Not adequately motivating your idea Not helping the audience understand the
“big picture” of the area in which your product fits
○ Not covering existing alternatives and what specific novelty you are offering
○ Not presenting a realistic picture of how the cost of the project justifies its value

● Must Haves

○ Hook​ – statement or question that immediately piques the interest of the

recipient. Give people a “hook” by talking about something that really interests
them. The hook should grab the attention of the listener and set the stage for the
concept. Many ways to do this including identifying the problem/need you
address.
■ The hook should simply identify the pain you solve.
■ Tag lines can be used as a form of a hook
■ It must be succinct, to the point
■ Focus on one simple message

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 Introduction to Engineering

○ KISS​ - Kill the geek speak, Limit technical terms/details. Focus on customer
benefits, not technical benefits. Tell a story that paints a personal picture for your
audience
■ K​eep
■ I​t
■ S​imple
■ S​tupid
■ Example:
INEFFECTIVE: O ​ ur medical technology is the first automatic anesthetic
gas scavenging system that will scan patient’s using an anesthetic
vaporizer thus providing analytical, diagnostic and therapeutic techniques
similar to those used by National Laboratories in 2007, but that were
updated in 2011 to include the new immunology reports
EFFECTIVE: W ​ e provide the most accurate medical diagnostic
equipment available on the market.
○ Passion​ – if you are not excited about your business, no one else will be either
○ Request​ – Ask recipient for permission to call, a referral to others, or feedback
○ Short​ – assume you have less than a minute, and sometimes only time for a few
sentences

● Elevator Pitch Template

For​ (target customer) ​ who​ (statement of need or opportunity) ​the​ (product or

company name) ​ is a​ (product or company category) ​that​ (statement of key
benefit / compelling reason to buy).
Unlike​ (primary “competitive” alternative), ​our product ​(statement of primary
differentiation).
EXAMPLE
For ​users of the “pine” email client software on Unix
who​ need to easily find content in their past email correspondence
the​ “pine+” product
is an​ email client software
that​ is backwards compatible with “pine” and also free.
Unlike​ “pine” or other similar Unix-based email clients,
our product​ provides an intuitive way to annotate email messages with
keywords of the user’s choice in order to facilitate subsequent searching by using
one or more keywords in addition to the search functionality that “pine” offers.

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Activities
ELA 5 - Idea Pitching (Activity Guide [​pdf​])
Review Quiz 5 [​Google Forms​]

Supplemental Content
Watch the following videos about “Idea Pitching” in Introduction to Engineering website
[ ​link​ ]

References
Berkun, S. (2005, February). ​How To Pitch an Idea​. Scott Berkun.
https://scottberkun.com/essays/38-how-to-pitch-an-idea/
Business Pitch: Definition, Types & Importance​. (2017, October 27). Study.com.
https://study.com/academy/lesson/business-pitch-definition-types-importance.html
Haden, J. (2017, August 30). ​How to Pitch: 18 Steps to Create and Deliver a Winning
Pitch for Investors and Early Customers​. INC.COM.

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 Introduction to Engineering

MODULE 6 - TECHNOLOGY TOOLS AND CAPABILITY BUILDING

Introduction

This module introduces students technology tools that will equip them as they endeavour their
engineering journey. Lectures will be incorporated with examples to hone the knowledge on the
basics of each tool. Octave, an open-source software, will be discussed across all disciplines.
Additional discipline-specific tools will be discussed by the course facilitators. At the end of this
module students are expected to use the basic functions of the technology tools applied in
engineering discipline.

Topic Outcome
1. Recognize technology tools and their use and functions.
2. Demonstrate the utilization of different technology tools technology tools in carrying
out a project
3. Determine and develop skills and capabilities, and appreciate potentials

Lectures

Octave

This section provides an introduction to computing using Octave. It will teach students how to
use Octave to perform calculations, plot graphs, and write simple programs. Octave is an
open-source software which is closely compatible with MATLAB. This will give students an
opportunity to learn the syntax and power of both packages.

Octave was originally developed as a companion software to an undergraduate course book on

chemical reactor design. It is currently being developed under the leadership of Dr. J.W. Eaton
and released under the GNU General Public Licence. Octave’s usefulness is enhanced in that it
is mostly syntax compatible with MATLAB which is commonly used in industry and academia.

What is Octave

Scientific Programming Language and a powerful mathematics-oriented syntax with built-in

2D/3D plotting and visualization tools.

GNU Octave is a high-level language primarily intended for numerical computations. It is

typically used for such problems as solving linear and nonlinear equations, numerical linear
algebra, statistical analysis, and for performing other numerical experiments. It may also be
used as a batch-oriented language for automated data processing. It is freely redistributable
software and drop-in compatible with many Matlab scripts.

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Running Octave

On most systems, Octave is started with the shell command ‘​octave​’. This starts the graphical
user interface. The central window in the GUI is the Octave command-line interface. In this
window Octave displays an initial message and then a prompt indicating it is ready to accept
input. If you have chosen the traditional command-line interface then only the command prompt
appears in the same window that was running a shell. In either case, you can immediately begin
typing Octave commands.

If you get into trouble, you can usually interrupt Octave by typing ​Control-C (written ​C-c ​for
short). C-c ​gets its name from the fact that you type it by holding down ​CTRL and then
pressing ​c​. Doing this will normally return you to Octave’s prompt.

To exit Octave, type ​quit ​or ​exit ​at the Octave prompt.

Octave Environment

The default view of the octave user interface for desktop application and online using web
browser are shown in ​Figure 2 and ​Figure 3​, which has the following interface: (1) file
browser/directory, (2) workspace/variables, (3) command history and (4) command window.

● File browser / directory​ - Displays the current directory browser and interface for viewing
files in current directory.
● Workspace / variables​ - All variables generated during the session are stored in the
workspace. The workspace is cleared when you quit Octave.
● Command history ​- displays a list of commands that you have executed.
● Command window​ - is the main window where you type commands directly to the
Octave. The commands are executed by pressing Enter.
Octave has a ​command-line interface​, commands are typed in one at a time at the
prompt, each followed by return. Octave is an interpreted language, which means that
each command is converted to machine code after it has been typed.

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Figure 2​ - Octave User Interface (desktop application)

Figure 3​ - Octave Online User Interface (web browser)

Starting Octave

To start the octave desktop application, click the ​Octave app, ​>> is the Octave prompt, asking
you to type in a command. For octave online, go to ​https://octave-online.net/ , you will be asked
to type your expression in the octave command prompt as shown in ​Figure 3​.

39 | ​Module 6 - Technology Tools And Capability Building

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Naming Rules for Variables

● Variable names must begin with a letter

● Names can include any combinations of letters, numbers, and underscores
● Octave is case sensitive. The variable name ​A​ is different from the variable name ​a​.
● Avoid the following names: i, j, pi, and all built-in function names such as length, char,
size, plot, break, cos, log, …
● It is good programming practice to name your variables to reflect their function in a
program rather than using generic x, y, z variables.

Elementary Calculations

Octave can easily be used for basic numerical calculations. Octave knows about
arithmetic operations (+,-,*,/), exponentiation (^), natural logarithms/exponents (log, exp),
and the trigonometric functions (sin, cos, …).

The simplest way to use Octave is just to type mathematical commands at the prompt,
like a normal calculator. All of the usual arithmetic expressions are recognised. For
example, type

>> 3 + 4

at the prompt and press return, and you should see

ans = 7

The basic arithmetic operators are ​+ - * /​, and ​^ is used to mean ​‘to the power of’
(e.g. ​2^3=8​). Brackets ​( ) can also be used. The order precedence is the same as
usual i.e. brackets are evaluated first, then powers, then multiplication and division, and
finally addition and subtraction. Try solving exercise 6.1, you can use your calculator to
verify your answer.

Moreover, Octave calculations work on real or imaginary numbers (i,j). In addition, some
mathematical constants such as the base of the natural logarithm (e) and the ratio of a
circle’s circumference to its diameter (pi) are pre-defined.

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 Introduction to Engineering

Exercise 6.1

Octave Command ans

3​3 >>

(245x5) - 28 >>

(4+3)​2 >>

Solve for the area of a square with a side equal to 45 cm.

>>

Solve for the area of a circle with a radius of 24 cm. (​Hint: A = 2πr​2​)

>>

Creating Variables and Assigning Values

You can create a value and store it in a variable so that you can refer to it later, at the
command prompt (​>>​) type the variable followed by an equal sign then the value to
assign. ​(Hint: all variables can be found at your workspace / var)

>> x = 12.56

Several things happen with this simple Octave command (see ​Figure 4​ and ​Figure 5​):
● A variable, ​x​, of class double is created
● A memory location for the variable ​x​ is assigned
● The value ​12.56​ is stored in that memory location called ​x​.

Figure 4​ - Command Window : x = 12.56

41 | ​Module 6 - Technology Tools And Capability Building

 Introduction to Engineering

Figure 5​ ​- Workspace : x = 12.56

At the command prompt (​>>​) type:

>> x = 121.45;

Several things happen with this simple Octave command (see ​Figure 6​ and ​Figure 7​)
● The old value for ​x (12.56) is replaced by the new value (121.45) as shown in the
workspace
● Also, since the semicolon was added at the end, the result was not shown in the
command window

Figure 6​ ​- Command Window : x = 121.45

42 | ​Module 6 - Technology Tools And Capability Building

 Introduction to Engineering

Figure 7​ - Workspace: x = 121.45

Variables do not have to be numbers. At the command prompt (​>>​) type:

>> month = ‘February’

>> day = ‘Monday’

Several things happen with this simple Octave command (see ​Figure 8​ and ​Figure 9​):
● A variable, ​month​ and ​day​, of type string (character array) is created
● A memory location for the variable ​month​ and ​day​ are assigned
● The string ​February and ​Monday is stored in that memory location called
month​ and ​day​ respectively.
● To enter a string, we must put single quotes (​‘​) around it

Figure 8​ - Entering String

43 | ​Module 6 - Technology Tools And Capability Building

 Introduction to Engineering

Figure 9​ - Workspace view showing class for character

Displaying Variables

A variable can display a variable (i.e., show its value) by simply typing the name of the
variable at the command prompt or using the function ​disp()​. Using the same input
earlier month and day. Type the following. (See ​Figure 10 for the output in command
window)

>> month
>> day
>> disp(month)
>> disp(‘My birth month is ‘) ; disp(month)

Figure 10​ - Displaying Variables

44 | ​Module 6 - Technology Tools And Capability Building

 Introduction to Engineering

Exercise 6.2

1. In Octave, create the following variables a = 13.2 units and, b = 14.2 units.

a >>

b >>

2. Solve the following using Octave, refer to the triangle above..

c >>

area (A) >>

perimeter (P) >>

Some Octave Functions

Octave Function

exp (x) exponential Compute ​e^x​ for each element of ​x​.

log (x) natural log Compute the natural logarithm, ​ln (x)​, for
(base e) each element of ​x​.

log10 (x) logarithm (base Compute the base-10 logarithm of each

10) element of ​x​.

sqrt (x) square root Compute the square root of each element of
x​.

deg2rad (deg) radians Convert degrees to radians.

rad2deg (rad) degrees Convert radians to degrees.

sin (x) sine (radians) Compute the sine for each element of x in

45 | ​Module 6 - Technology Tools And Capability Building

 Introduction to Engineering

radians.

sind (x) sine (degrees) Compute the sine for each element of x in
degrees.

cos (x) cosine (radians) Compute the cosine for each element of x in
radians.

cosd (x) cosine Compute the cosine for each element of x in

(degrees) degrees.

tan (x) tangent Compute the tangent for each element of x

(radians) in radians.

tand (x) tangent Compute the tangent for each element of x

(degrees) in degrees.

sec (x) secant (radians) Compute the secant for each element of x in
radians.

secd (x) secant (degree) Compute the secant for each element of x in
degrees.

csc (x) cosecant Compute the cosecant for each element of x

(radians) in radians.

cscd (x) cosecant Compute the cosecant for each element of x

(degrees) in degrees.

cot (x) Cotangent Compute the cotangent for each element of

(radians) x in radians.

cotd (x) Cotangent Compute the cotangent for each element of

(degrees) x in degrees.

clc allow you to clear the screen from within Octave programs.

clear called without any arguments, all user-defined variables are

cleared from the current workspace (i.e., local variables).

clf Clear the current figure window.

help displays instructions on how to access help from the command

line.

Script Files

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 Introduction to Engineering

A ​script file is a file containing (almost) any sequence of Octave commands. It is read and
evaluated just as if you had typed each command at the Octave prompt, and provides a
convenient way to perform a sequence of commands that do not logically belong inside a
function.

Figure 11​ - Starting new script

47 | ​Module 6 - Technology Tools And Capability Building

 Introduction to Engineering

Activities
Review Quiz 6 [​Google Forms​]

Supplemental Content
Check more online tools in Introduction to Engineering website [ ​link​ ]

References
Octave. (n.d.). Retrieved August 9, 2020, from ​http://techteach.no/octave/course/
Long, P. J. G. (2005). Introduction to Octave.
http://www-mdp.eng.cam.ac.uk/web/CD/engapps/octave/octavetut.pdf
GNU Octave (version 5.2.0). (n.d.). Retrieved August 9, 2020, from
https://octave.org/doc/v5.2.0/index.html#SEC_Contents
…

48 | ​Module 6 - Technology Tools And Capability Building

Student Name:
SR CODE:
Section:

Questions
1. Summarize very briefly what is Engineering. What specialized area within this
discipline interests you the most? Explain why.
2. Research and discover one engineer (past or present) working or educated in this
discipline (or any discipline) from BatStateU, and summarize briefly who he or she
is/was, and what they have accomplished.
3. Distinguish between ​knowledge,​ ​experience​, and ​intuition​. Discuss briefly why taking
courses ​outside ​of math/science/engineering is important to your education. Give an
example of a ​non-technical ​course you have already taken, or one you plan to take, that
you think will be especially relevant and useful to you as an engineer.
 Republic of the Philippines
BATANGAS STATE UNIVERSITY
Pablo Borbon Main II
Batangas City

COLLEGE OF ENGINEERING, ARCHITECTURE & FINE ARTS

ACTIVITY GUIDE

Project Title: ​ ​ELA 0A - DESIGN THINKING: POEMS

Name:
Section:

Learning Outcome:
▪ Apply POEMS observation technique as one of the tools for empathy study

Objective:
The specific goal for this exercise is:
▪ ​ Empathy​: introduce observation as a tool to develop empathy with the community; differentiate
between observations & judgment/inference.

Activity Task:
This is synchronous and individual activity; the course facilitator will be showing a picture to the
students.
The class will be given 5 minutes to observe the photo and list down their observation on the attached
POEM Template/ Observation Worksheet.
After 5 minutes the students will turn in their Google Docs.
The course facilitator will let students present their observation in the class.

Assessment:
This activity is ungraded but students are highly encouraged to join the activity to develop
understanding in the concept of empathy.

1 of 2 | ​ELA 0A - Design Thinking: POEMS

 OBSERVATION WORKSHEET
Name:
Date:
Time:
Venue:

People Objects Environment Messages/Media Services

( List main groups of (List down those (Describe the (What are the (List down the
people/ Identify the objects you see) surroundings, the messages services offered and
people in the photo/ features) communicated; how; available)
characterize them or what are the
with their gesture, messages implied)
attire, color, race, etc)

2 of 2 | ​ELA 0A - Design Thinking: POEMS

 Republic of the Philippines
BATANGAS STATE UNIVERSITY
Pablo Borbon Main II
Batangas City

COLLEGE OF ENGINEERING, ARCHITECTURE & FINE ARTS

ACTIVITY GUIDE

Project Title: ​ ​ELA 0B – Design Thinking: 100 Uses

Name:
Section:

Learning Outcome:
▪ Cite multiple ideas and ask students to think out of the box.

Objective:
The specific goal for this exercise is:
▪ ​Ideation​: introduce students to the concept of ideation and encourage them to think outside the box.

Activity Task:
This is synchronous and individual activity; the course facilitator will be showing an item to the
students.
The class will be given 5 minutes to think and come up with 100 other uses of the item.
After 5 minutes the students will turn in their Google Docs.
The course facilitator will let students present their idea in the class.

Assessment:
This activity is ungraded but students are highly encouraged to join the activity to develop
understanding in the concept of ideation
.
Item:​ ___________________________________
Take a photo of your output
 Republic of the Philippines
BATANGAS STATE UNIVERSITY
Pablo Borbon Main II
Batangas City

COLLEGE OF ENGINEERING, ARCHITECTURE & FINE ARTS

ENGG 401 – INTRODUCTION TO ENGINEERING

PROJECT BRIEF
Project Title: ELA 2 - Application of Design Thinking
Team Name: _________________________________
Team Leader: __________________________________________________________
Team Members: ___________________________________________________________
____________________________________
___________________________________________________________
Section: _________________________________

Learning Outcomes:
▪ Use the design thinking process to create an effective need statement as a result of empathy,
and design, build, test, and analyze a simple prototype product that addresses realistic
constraints and system requirements, while using basic project management techniques.
▪ Develop professional behavior in the areas of punctuality, time management, and meeting
▪ Present the concept or idea into a prototype thru available tools such as Tinkercad, Sketch up
and other tools available for use incorporated in a project report and multimedia
presentation. Technical communication guidelines which include formatting, explaining
and justifying aspects of the project must be followed.
▪ Evaluate the quality of their work and the work of others through self and peer assessment.

Objective:
The specific goals for this exercise are:
▪ Exercise and reinforce team skills: cooperation, delegation
▪ Conduct and appreciate empathy through interviews.
▪ Document ideation process assisted by tools such as jamboard, from initial brainstorming,
finalizing the need statement, and exploring options as a solution to the need established.
▪ Build, test, redesign prototype as necessary
▪ Present prototype for testing and evaluation by peers as well as a report for the entire project.

Project Requirement:
You will work on this task by group, with a set of group members your Instructor may
assign as she/he sees appropriate. Each group shall not have more than five members.

The task includes the following:

Empathy to Define - (From Interview Conduct to Establishing the Need statement)

1. Conduct of an interview: Instruction on the interview stage will be provided by your

instructor. This might include who to interview or where to conduct it, and/ or what to
ask on the process. Considerations on the idea that each group may not work together,
as well as the limited mobility brought about by this pandemic will be in place. Any
 available communication means for the team may be used for the conduct of the task.
2. Transcribing gathered data/ Sharing significant data points: after the interview, each
team is expected to meet again remotely and virtually, the individually transcribed
data could be shared using online collaborative tools such as Jamboard (G suite add-
on), google docs, etc. Write one data point per post-it note. Data should make sense
when read individually. This shall be documented as part of the project report.
Significant data points may include data about the user; authentic stories/experiences
& trigger thoughts & ways to improve the experience.
3. Synthesise the top 5 discoveries /interesting findings of the project/user
4. Clustering - Support the discoveries with data points from the various interview pairs
5. Generate the need statement. Just choose one from the many of your created points.
Use insights to determine what the users need in relation to the project.

Ideate: Brainstorming on the potential solutions for the generated need statement.
1. Discuss (in and with the group) potential solutions for the formulated need statement
from the interview and transcribing activity. Brainstorm and build on ideas of each
other. You can still use Jamboard during the brainstorming activity of your group.
2. Then evaluate them and select the best possible design concept.

Prototype and Test:

1. Start with a sketch of ways to meet your user’s need. Members may do individual
sketches and present to the team for review and build up of ideas.
2. Evaluate and choose among your sketches as to what could possibly be the most ideal
way to solve the need. Decide on what prototype to use (either lofi or hifi). You may
use any material available to you which shall be agreed upon by the team.
3. Only one prototype is required per team for the presentation. However, each of the
members may create their own prototypes for testing, and have them reviewed
separately by different sets of people. Report to the team the feedback from each of
the prototypes made, and incorporate them in changing and developing the prototype
for presentation. (Remember the time limit provided. Also, this is not yet your final project,
and need not to be truly complex)

Presentation:
1. Presentation of the group output will be a week after the instruction from the
interview and the whole activity was provided by the course facilitator.
2. The presentation may be actual (live) and synchronous, or may be a recorded video
prepared by each group and submitted through the google classroom, as what your
course facilitator may see appropriate for the class.
3. The maximum time for the video is three(3) mins per team covering how you worked
as a team, the considerations and key decisions you made to arrive on the project for
presentation.
4. A one-page individual report is to be submitted on a given due date.

Assessment: This project shall be graded based on the following: Project Output, Video
Presentation, and Individual Written Report. This activity would include Self and Peer
Assessment. The distribution of marks for the various project output is contained in Table 1.
Rubrics will be used for video presentation, individual written report and peer and self-
assessment.
 Your team may receive points for the following:
▪ Creativity: Up to 20 points for creativity in the design and use of materials
▪ Teamwork: Up to 20 points for how well your team works together.

Table 1. Project Output Rubric

Criteria Poor (1) Fair (2) Good (3) Excellent (4) Score

Creativity The choice of The team The team The team

(5 pts) how to came up with came up with came up with
present the a final design. a good final an
final design is However, the design. The exceptional
not well sketches do sketches and creative
suited. The not match the mostly match final design.
team did not final design at the final The sketches
use the design all. No real design match the
thinking link between produced with final design
process and design work changes produced with
no sketches and final noted. changes
solution. noted.

Teamwork It is evident The students The students The students

(5 pts) that the did not work worked worked
students did all together together well together well
not work well. They on all and all team
together well. struggled with elements. members
The team a few portions were involved
struggled with of the task. in all aspects.
most elements An
of the task. exceptional
team.

Note: This is an asynchronous mode activity, students are not required to meet face to face to perform this activity. Online
collaboration tools will be used. This activity does not also encourage any students to go out to conduct the interview, or even
during the testing phase. They may resort to doing interviews online or seek help from family members for the testing part.
 Republic of the Philippines
BATANGAS STATE UNIVERSITY
Pablo Borbon Main II
Batangas City

COLLEGE OF ENGINEERING, ARCHITECTURE & FINE ARTS

PROJECT BRIEF
Project Title: ELA 3 - Engineering Design Process: Car Design Challenge
Team Name:
Team Leader:
Team Members:

Section:

Learning Outcomes:
▪ Use the engineering design process to create effective problem statements, and design,
build, test, and analyze a simple prototype product that addresses realistic constraints and
system requirements, while using basic project management techniques.
▪ Develop professional behavior in the areas of punctuality, time management, and meeting
▪ Write a project report and create a multimedia presentation to develop written and oral
communication skills following technical communication guidelines which include
formatting, explaining and justifying aspects of the project.
▪ Evaluate the quality of their own work and the work of others through self and peer
assessment.

Objective:
The specific goals for this exercise are:
▪ Exercise and reinforce team skills: cooperation, delegation
▪ Design a working vehicle, adhering to strict materials constraints
▪ Document your design process, from initial brainstorming through final testing and
evaluation.
▪ Build, test, redesign your vehicle as necessary
▪ Present your vehicle for testing and evaluation by your peers

Project Requirement:
You are tasked with designing and constructing a functioning vehicle, using only the assigned
materials. Your final production model vehicle will be tested for speed and durability.
▪ There are no aesthetic constraints on your vehicle, but it must be recognizable as a car,
and must roll on at least 4 wheels.
 ▪ A team member may initiate the motion of the vehicle or device but may not provide
forward momentum.
▪ Material Constraint, use only the following materials:
o 1 500ml empty plastic bottle
o 4 bottle caps
o 2 rubber bands
o 1 straw
o 1 balloon
o 12 in. of string
o 6 in. of masking tape

Scope:
To meet the project requirements, you will need to:
▪ Form a work team of four or five, using only the materials provided, design and build a
vehicle that will move as far as possible. A team member may initiate the motion of the
vehicle or device but may not provide forward momentum.
▪ Brainstorm: Assign a recorder for your group. As a team, brainstorm as many ideas for
your device/vehicle as possible as the recorder documents your ideas. Use online
collaborative tools, Google Docs, Google Drawings, Jamboard etc. Be sure to share your
materials to your course facilitator. You may not alter or connect any of the materials in
any way during this phase. Select one of your sketched ideas to pursue.
▪ Build: Build your device. One member will be assigned to build the vehicle based on the
agreed idea.
▪ Test: Test your vehicle and check for possible improvement.
▪ Redesign: Make revisions to your device based on the results of your testing.
▪ Present: The total distance and elapsed time will be video recorded.
Present your project work experiences via video presentation (group output) maximum
of 5 minutes. Your presentation must clearly communicate how you:
o Worked as a team (e.g., challenges faced and how they were tackled, etc)
o Key decisions made (what basis and how these are decided) concerning the design
and production of your vehicle
▪ Individual report should be prepared and submitted on the given due date.

Assessment:
This project shall be graded based on the following: Project Output, Video Presentation, and
Individual Written Report. This activity would include Self and Peer Assessment. The distribution
of marks for the various project output is contained in Table 1.
Rubrics will used for video presentation, individual written report and peer and self-assessment.
Your team may receive points for the following.
▪ Creativity: Up to 20 points for creativity in the design and use of materials
▪ Teamwork: Up to 20 points for how well your team works together
▪ Performance: 1 point for each foot that the vehicle moves
 Table 1. Project Output

Note: This is an asynchronous mode activity, students are not required to meet face to face to perform this activity. Online
collaborative tools will be used. This activity does not also encourage any student to go out to obtain materials needed in
this activity.
 Republic of the Philippines
BATANGAS STATE UNIVERSITY
Pablo Borbon Main II
Batangas City

COLLEGE OF ENGINEERING, ARCHITECTURE & FINE ARTS

ENGG 401 – INTRODUCTION TO ENGINEERING

PROJECT BRIEF
Project Title: ELA 4 - Engineering Design Process: Ready, Set, Eat – Race EAT
Team Name:
Team Leader:
Team Members:

Section:

Learning Outcomes:
▪ Use the engineering design process to create effective problem statements, and design,
build, test, and analyze a simple prototype product that addresses realistic constraints and
system requirements, while using basic project management techniques.
▪ Develop professional behavior in the areas of punctuality, time management, and meeting
▪ Write a project report and create a multimedia presentation to develop written and oral
communication skills following technical communication guidelines which include
formatting, explaining and justifying aspects of the project.
▪ Evaluate the quality of their own work and the work of others through self and peer
assessment.

Objective:
The specific goals for this exercise are:
▪ Exercise and reinforce team skills: cooperation, delegation
▪ Design a working vehicle, adhering to strict materials and budget constraints
▪ Document your design process, from initial brainstorming through final testing and
evaluation
▪ Build, test, redesign your vehicle as necessary
▪ Present your vehicle for testing and evaluation by your peers

Project Requirement:
You are tasked with designing and constructing a functioning vehicle, using only edible building
materials. Your final production model vehicle will be tested for speed and durability, then
devoured in its entirety.
▪ There are no aesthetic constraints on your vehicle, but it must be recognizable as a
vehicle, and must roll on 3 wheels.
 ▪ There is no size constraint on your vehicle, but it must be able to navigate the test course
ramp and straightaway. (Test course ramp 12 inches wide with 20 degrees angle of
elevation)
▪ There is no weight constraint on your vehicle, but the whole vehicle should be consumed
after testing.
▪ The vehicle must be 100 % edible, including all adhesives and fasteners. Nothing inedible
may be used. You may not use items which are technically edible, but which are not food.
For example, you might be willing to eat a bit of paper and it won’t harm you, but paper is
not food. Neither are raw potatoes.
▪ Vehicle should not be expensive. This means you probably should check your budget for
your materials. Total budget should not exceed P50.00. Select your materials carefully.
Material details should be reflected in the Bill of Materials.
▪ Vehicle construction. Any members may have built one or more prototypes to test. All
prototypes should undergo the design process and approved by the team. The team will
decide their final design.
▪ You must eat 100% of your vehicle after it has been tested. Select your materials carefully.

Scope:
To meet the project requirements, you will need to:
▪ Form a work team of 5 members and organize the necessary activities you will need to do
to complete the vehicle according to the specifications provided.
Note: it is important that your team identifies clear roles and responsibilities, distributing
and coordinating various tasks appropriately, and able to operate as a high performing
team
▪ Spend time thinking about the problem and seeing if it’s ever been solved before. Students
will be required to use Google chat during their brainstorming. This will be also a good
venue for exchanging ideas, and making collaborative sketches using Google Docs and
Google Drawings. The team leader should create a “Room”, the room should be renamed in
the format SECTION_GRP# ex. ECE1101_GRP1. The team leader will add all the members
and course facilitators in the group. (Google chat available both in web browser and mobile
app).
▪ Brainstorm ideas with your team, make sketches and notes. (Use Google Docs,
Jamboard, Google Drawings or Keep as collaborative tools be sure to share it to your
course facilitator.
▪ Check materials available at home and how much it costs. Stay within a budget of P50.00.
▪ Fabricate a prototype made of listed material any member can do the fabrication as long
as the approved plan was followed.
▪ After the fabrication, the team should evaluate their prototype for possible redesigning
▪ The group will choose their final design to be tested and consume (the member who will
fabricated should build the test ramp and should consume the vehicle).
▪ The total distance and elapsed time will be video recorded.
▪ Present your project work experiences via video presentation (group output) maximum of
5 minutes. Your presentation must clearly communicate how you:
o Worked as a team (e.g., challenges faced and how they were tackled, etc)
o Key decisions made (what basis and how these are decided) concerning the design
and production of your vehicle
▪ Individual report should be prepared and submitted on the given due date.
 Assessment:
This project shall be graded based on the following: Project Output, Video Presentation, and
Individual Written Report. This activity would include Self and Peer Assessment. The distribution
of marks for the various project output is contained in Table 1.
Rubrics will used for video presentation, individual written report and peer and self-assessment.

Table 1: Project Output

Assessment Components Mark (%)
Production of vehicle components 60%
Edible materials
100% edible – 10, with inedible – 0
3 wheels
3 – 10, less than or greater than 3 – 0
Materials within budget
<budget – 10, =budget-5, >budget – 0
Performance of the vehicle 30%
Distance
(longest-10, average-5, shortest-1)
Speed
(fastest-10, average-5, slowest-1)
Durable
(durable-10, weak-5)
Consumption of the vehicle 10%
100% consumption – 10
50-99% consumption - 5
less than 50% consumption – 1
Total 100%

Note: This is an asynchronous mode activity, students are not required to meet face to face to perform this activity.
Online collaborative tools will be used. This activity does not also encourage any student to go out to obtain materials
needed in this activity.
 Republic of the Philippines
BATANGAS STATE UNIVERSITY
Pablo Borbon Main II
Batangas City

COLLEGE OF ENGINEERING, ARCHITECTURE &

FINE ARTS
ENGG 401 – INTRODUCTION TO ENGINEERING

ACTIVITY GUIDE

Project Title: ELA 4 - Idea Pitching Challenge

Name:
Section:

Learning Outcomes:
▪ Appreciate pitching as a tool students can use any where and anytime, from school upto
landing a job.
▪ Develop confidence among students on presenting their selves and their idea.
▪ Develop oral communication skill through idea pitching

Objective:
The specific goals for this exercise are:
▪ Formulate ​a working idea sufficient enough to convince target audience to act on it or to see
the value of the idea.
▪ Present ​the idea on a given time limit

Activity Task/ Requirement:

▪ You are tasked to formulate a 60 second pitch for a certain topic/theme to be provided by your
instructor.
▪ This is an individual task. Each of you have to submit a video record of your pitch through our
Google Classroom. Submission of the video record is until 11:59PM of the day the task is
provided.
oAudience: ​The only person to watch your recorded pitch is your instructor but you have to
keep in mind that the thought of the pitch should be aimed towards the target audience for
the theme. It is as if you are presenting in front of them or to the person you have to
convince or to leave something positive.
oStructure: You are only given 60 second for the pitch version you are to deliver. Use your
time wisely. Keep it short and focus on the essentials.
oQuality​: Practice. Do not speak too fast and avoid rambling.

1 of 2 | ​ELA 5 - Idea Pitching Challenge

 Assessment:
This project shall be graded based on the following: Organization and Flow, Content and
Presentation Mechanics. The distribution of marks for the various project output is
contained in Table 1.

Table 1. Rubric for Idea Pitching Challenge

Attribute 1 2 3 4 5
Disjointed Concepts and ideas
Disorganized Smooth flow
presentation with are Exceptionally
Organization presentation of ideas with
vague development relevant with some well-organize
and Flow (2) that shows no clear
of concepts and efforts d
connection. transitions
ideas
Reasonable Information is
coverage with a complete and
Shallow Incomplete
few essential points Detailed well
presentation coverage with
Content (2) left out. coverage of the supported,
with many many essential
Able to support topic conveying
errors information left out
with some evidence deep
and references. understanding.
Superior
Clear, continuous Very good
Unintelligible presentation,
Monotonic with presentation with presentation,
with full of maintained
Presentation some distracting no distracting maintained
distracting eye contact
mechanics (1) mannerisms and mannerisms, eyes contact
mannerisms and with all
poor eye contact maintained eye with
no eye contact segments of
contact audience
the audience
Time (1) > 60 seconds 60 seconds < 60 seconds

2 of 2 | ​ELA 5 - Idea Pitching Challenge