Student Workbook

Orange Public School District

Student Workbook

Student Name: ______School:______Grade:______

Team Name: ______Teammates: ______&______

My Adult Helpers Are:

Guardian’s Name: ______Relationship: ______

Guardian’s Signature ______Date______

Teacher’s Name: ______School/Grade: ______

Teacher’: Name: ______School/Grade: ______

Sponsor’s Name: ______School/Other: ______

Project Start Date: ______Project Due Date:______School Fair Date:______

WHAT IS THE PROBLEM?

Student Name: Grade:

Teacher: School:

Design Challenge Project:

State the problem in your own words.

Ø The “big picture” challenge is really a combination of problems rolled into one. Make sure that you write down the contributing factors to the big picture problem. They will have to be solved as well!

Ø Speaking of pictures, you may find it helpful to draw a picture of the problem(s) present in your challenge. This visualization will benefit your brainstorming session.

Ø Think of an experience you may have had as it relates to the problem. This will help give you insight to the details of the problem.

Ø Completing a THC chart is a way to expand upon your understanding of the problem and can positively influence your progress in creating a solution for it.

For the H of your THC chart, you must have no less than 3 resources; either Internet, book, or interview. Be sure to fill out the Research Sheets (on the following three pages) when you look something up as part of this process.

THC Chart

(use this chart to help understand (“unpack’) the problem)

Student Name: Grade: Teacher:

School: Design Challenge Project:

Share your Ideas with your team members.
It’s okay if you find yourself asking more questions. / Time to discover!

Research

Student Name: Grade:

Resource #1

Type of Resource:

Website: http://

Author: Title:

Publishing Company: Location of Publishing Company: Date of Publication:

Information found in your own words:

(Must be at least one paragraph summary.)

Research

Student Name: Grade:

Resource #1

Type of Resource:

Website: http://

Author: Title:

Publishing Company: Location of Publishing Company: Date of Publication:

Information found in your own words:

(Must be at least one paragraph summary.)

Research

Student Name: Grade:

Resource #3

Type of Resource:

Website: http://

Author: Title:

Publishing Company: Location of Publishing Company: Date of Publication:

Information found in your own words:

(Must be at least one paragraph summary.)

BRAINSTORM SOLUTIONS

Draw or describe possible solutions.

Morphological Chart

Giving your brainstormed ideas more “oomph”

______

(The Problem)

Functions

Option 1

Option 2

Option 3

Option 4

Morphological Chart

Directions

Complete the Morphological Chart for the purpose of analziying possible functions of your product. This should be done at the beginning of idea generation. The outcome of the function analysis is a thorough understanding of the functions and subfunctions that the new product has.

Procedures:

1. Make a list of functions and subfunctions. Functions are based on verb-noun combinations. Only those processes that are carried out by the product are functions; processes performed by the user are user tasks. For user tasks, you can often define functions that support the user in performing the task. For instance, for a user task lift product a supporting function would be provide grip for lifting

2. For a complex product, you may want to develop a function structure. There are three principles of structuring: putting functions in a chronological order, connecting inputs and outputs of flows between functions (matter, energy and information flows) and hierarchy (main functions, subfunctions, sub-subfunctions, etc.). These principles cannot always be applied - see the last item of Tips and Concerns.

3. To visualise the chronological order, you can simply list the functions. To visualise the flows, you can connect boxes by arrows. To visualise hierarchy, you can draw a tree structure (just like the process tree) so that you can combine hierarchy with chronological order, or you can draw boxes-in-boxes, so that you can combine hierarchy and flows in one diagram.

4. Exploring various possibilities is the essence of function analysis: it allows for an exploration and generation of possible solutions to the design problem.

Tips and Concerns

· A statement of a problem never leads just one particular function structure.

· The strength of function analysis lies in the possibility of creating and comparing alternatives for functions and their structuring.

· Certain subfunctions appear in almost all design problems.

· Knowledge of the elementary or general functions helps in seeking product-specific functions.

· There is nothing against starting by analysing an existing design or with a first outline of an idea for a new solution. However, in the course of the analysis you should abstract from it.

· Function structures should be kept as simple as possible..

· Block diagrams of functions should remain conveniently arranged; use simple and informative symbols.

Examples:

Pugh Matrix

Directions

The Pugh Matrix is used to evulate your design options and choose the best one.

Steps to Use/Construct Pugh matrix:

1.Choose or list the design criteria for comparison. (In the coulum to the left Matrix).

2.Select the Design Alternatives to be compared. The design alternatives are the different ideas you developed during concept generation (using the Morphological Chart). All concepts should be compared.

3.Generate Scores. Usually designers will have a favorite design, by the time it comes to pick one. This concept can be used as the baseline for which all other designs are compared to. For each comparison the product should be evaluated as being better (+), the same (S), or worse (-). If it is impossible to make a comparison, more information should be developed.

4.Compute the total score

· Four scores will be generated, the number of plus scores, minus scores, the overall total and the weighted total.

· The overall total is the number of plus scores - the number of minus scores.

· The weighted total is the scores times their respective weighting factors, added up.

· The totals should not be treated as absolute in the decision making process but as guidance only.

· If the two top scores are very close or very similar, then they should be examined more closely to make a more informed decision.

5.Variations on scoring: A number of variations on scoring Pughs method exist. For example; a seven level scale could be used for a finer scoring system where:

· +3 meets criterion extremely better than baseline

· +2 meets criterion much better than baseline

· +1 meets criterion better than baseline

· 0 meets criterion as well as baseline

· -1 meets criterion not as well as baseline

· -2 meets criterion much worse than the baseline

· -3 meets criterion far worse than the baseline

Solution Selection

Of your top solution possibilities, choose which one you think is best and provide an explanation as to why.

Data

Include your data via a graph, diagram, chart, table etc below:

Data

Include your data via a graph, diagram, chart, table etc below:

Evaluate Your Solution - Re-designing and Improving:

Ø Was the solution tested the best solution? Provide a brief explanation.

Ø Would one of our other ideas have been better? Why or why not? (Explain in detail.)

Ø What would we have done differently?

Display Board Template

Sketch your display here

Notes

If you need more pages, please ask your teacher.