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Activity 4.1 Product Improvment

4.1 Product Improvement

Equipment

·         Paper

·         Plain white coffee cup (1 per class) OR alternate consumer product

·         Pencil

Procedure

This activity is designed to provide an introduction to design. As a team of two, you will brainstorm ways to enhance or change a plain white beverage container so that nearly every consumer would want to purchase it. Remember to apply the rules for brainstorming that were identified in the PowerPoint during this activity. The following list is available to guide your team through this activity:

·         Assign a recorder and a speaker for your group.

·         Brainstorm for five minutes with your team to identify enhancements or changes that you would make to the item. The recorder will make a list of all ideas mentioned in those five minutes. Changes or enhancements could be anything; you are not limited by cost.

·         After five minutes, select ideas to enhance or change the item from the brainstorming list.

·         For the next ten minutes, each member of the team should develop and sketch a potential change or enhancement to your product.

·         Your team will take five additional minutes to develop a justification for each potential change to the item.

·         Your team speaker will present your changes to the class.\

1.8 Paper Bridge Challenge

Equipment

·         Engineering notebook

·         Pencil

·         ¾ in. wooden blocks (2)

·         1 sheet of 8 ½ x 11 in. cardstock

·         Assorted construction tools such as scissors

Procedure

1.    Follow the direction of the teacher while completing this activity.

2.    Use the design process learned earlier in this lesson. Document each step in your engineering notebook.

3.    Design and build a product that maximizes the distance between two blocks which are connected by a continuous route of paper. The product must meet the constraints below.

a.    The paper must form a continuous chain of connectivity from one block to another without touching the tabletop.

b.    Paper-to-paper linkage will be considered continuous.

c.    The two wooden blocks are ¾ in. wooden blocks.

d.    Both blocks are at table height.

e.    Card stock can be modified.

f.     Additional material can be used during construction, but not on the final product.

4.    The winning design meets the constraints above with the blocks farthest apart.

IED Project 1

Puzzle Cube Challenge

Equipment

·    Engineering notebook

·    Pencil

·    27 – ¾ in. hardwood cubes

·    27 – interlocking plastic centimeter cubes (optional)

·    Paper towels

·    Isometric grid paper

·    Orthographic grid paper

·    Markers (colored pencils or paint are optional)

·    Wood glue

·    Sandwich-sized Ziploc^® bag for storage

·    220 abrasive paper

·    Computer with 3D CAD solid modeling software

Procedure

1. The entire project procedure is included below as an overview. Your teacher will guide you as to when you will complete each step.

2. Study the Puzzle Cube Design Brief located below.

3. Brainstorm and sketch on isometric grid paper possible puzzle part cube combinations for your cube using Activity 4.1a Puzzle Cube Combinations.

4. Create two different Puzzle Cube designs from your possible parts using Activity 4.1b Graphical Modeling. Note that the design brief that follows requires that each puzzle partcontain at least four and no more than six hardwood cubes. For each design, neatly sketch and color code an isometric view of each of the five component parts and show how they fit together in the isometric view of the cube on isometric grid paper. See your teacher for an example. You will need a total of two solutions with ten unique parts.

5. Choose your best option from the two solutions.

6. Hand sketch a multi-view drawing for each of the five puzzle partsof your solution using Activity 4.1b Graphical Modeling. Exchange your sketches with a classmate, virtually build your partner’s partsaccording to the activity, and provide feedback.

7. Select one of your partner’s six cube puzzleparts. Neatly fabricate the partfrom the multi-view sketch. Give appropriate feedback using Activity 4.1b Graphical Modeling.

8. Complete Activity 4.1d or Activity 4.1e Software Modeling Introduction.

9. Create the five parts to your cube using 3-D modeling software. Color the parts within the CAD environment using the same color combination used in the sketching phase of your project.

10. Assemble your cube using 3-D modeling software.

11. Fabricate your five puzzle parts. Color your partsusing markers (colored pencils or paint) to match the colors of your CAD model and assemble your cube.

12. Test the solution time of your puzzle cube. Identify at least ten test subjects. Each test subject will solve your puzzle three times. You will measure and record the time to solve the puzzle each time. Also, collect demographic information that might be important to determine how well you have addressed the needs of your target market.

13. Find statistics related to your test data (using technology as appropriate) to include the following:

· Mean, median, mode, range, and standard deviation of the solution time for the first attempt for all test subjects.

· The mean of the solution times for the second attempt for all test subjects.

· The mean of the solution times for the third attempt for all test subjects.

14. View the Assembly Constraints presentation. Using 3D solid modeling software, create an assembly model of your puzzle.

15. View the Creating Drawings in CAD presentation. Create a drawing using 3-D modeling software to display a fully dimensioned multi-view for each of the five parts and two different isometric views of the assembled puzzle. The isometric views should provide enough information so that another classmate can solve the puzzle using only those two views.

16. Exchange your drawing with a classmate and provide feedback on errors, omissions, and recommendations to improve your classmate’s drawing.

17. Using Excel, create a scatterplot and find a trend line for the relationship between number of attempts (independent variable) and the average solution time (dependent variable). You will have three data points: (1- average solution time for first attempt), (2 - average solution time for second attempt), and (3 - average solution time for third attempt). Properly label the axes of the scatterplot and include units. Write the relationship between the two variables in function notation and define your variables. (You should complete Activity 4.1c Mathematical Modeling prior to completing this requirement.)

18. Using your trend line, address the following:

· Interpret the slope and the y-intercept of the trend line and explain their meaning in words.

· Estimate the average solution time on the fifth attempt. Indicate the solution both graphically (by showing how to use the input of 5 to find the time output on the graph) and numerically (using the equation of the trend line).

· Estimate the number of attempts a person has made at solution if they solve the puzzle in 23 seconds. Indicate the solution both graphically and numerically.

19. Consider changes to your puzzle cube that might improve your design.

Puzzle Design Challenge Brief

Client:                                     Fine Office Furniture, Inc.

Target Consumer:                  Ages 3+

Designer:                                Advait Patel

Problem Statement:

A local office furniture manufacturing company throws away tens of thousands of scrap ¾” hardwood cubes that result from its furniture construction processes. The material is expensive, and the scrap represents a sizeable loss of profit.

Design Statement:

Fine Office Furniture, Inc. would like to return value to its waste product by using it as the raw material for desktop novelty items that will be sold on the showroom floor. Design, build, test, document, and present a three-dimensional puzzle system that is made from the scrap hardwood cubes. The puzzle system must provide an appropriate degree of challenge to a person who is three years of age or older.

Criteria:

1.    The puzzle must be fabricated from 27 –  ¾” hardwood cubes.

2.    The puzzle system must contain exactly five puzzle parts.

3.    Each individual puzzle part must consist of at least four, but no more than six hardwood cubes that are permanently attached to each other.

4.    No two puzzle parts can be the same.

5.    The five puzzle parts must assemble to form a 2 ¼” cube.

6.    Some puzzle parts should interlock.