🚀 go-pugleaf

Integrated Product Development Project
39-600  12 units
Tuesday/Thursday  2:00-4:20 pm
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Faculty:  John Mather (GSIA), Bronwen Walters (Design), & John Wesner
(Mechanical Engineering)

Project Title
Physics of Everyday Things

Project Description
Four multi-disciplinary student teams (each including Engineering, Design,
and Business) will be challenged to develop products which can be used in a
classroom, school yard, public park, back yard, or home to help grammar or
middle school students understand selected concepts of physics inherent in
objects they encounter there.

Why is this an interesting and valuable project?
A popular way to help grammar and middle school students understand the
basic concepts of physics is to take the class to a nearby theme park or
amusement park, and expose them to the physics of some of the thrill rides.
But physics acts in many environments in which the children find themselves,
not just in amusement parks--which may not be close by or may be closed
during much of the school year.  The products designed by the student teams
will take advantage of these more familiar environments, to help build
grammar or middle school student  understanding of and enthusiasm for the
role of physics in everyday things.

Each multi-disciplinary team will include Engineering, Design (ID and
possibly CD), and Business members, providing an experience much like
present-day real world development environments.   The teams will follow a
realistic development process, and will learn modern design and decision
making methods and tools useful on the project and later.

Teams that have both ID and CD members can push the product concept further
by developing unique product identity elements, elements aimed at attracting
student participation, and perhaps associated teacher's manuals.

Educational Opportunities
1.  Work in a multi-disciplinary team in all phases of the design process.
2.  Experience a realistic industry-type Product Realization Process.
3.  Design and make professional presentations to the client.

Design Process
Following the model of a good industry Product Realization Process,  the
course is divided into four phases.  A report and presentation are due after
each phase, which will be permit the supervising faculty and client to fine
tune the direction of the development before work is begun on the next
phase.  The course begins with the use of qualitative methods of information
gathering and decision making, and evolves into more quantitative methods
plus creation of an integrated product model containing the contributions of
all disciplines represented on the design team.

Design Artifacts
Each student team will produce at least a "proof of concept" model
sufficiently realistic to allow the supervising faculty and the client to
evaluate the degree to which the identified needs have been met, and the
potential usefulness of the proposed product, plus a marketing plan that can
serve as a starting point should the product development be carried further.

About the Client
Depending upon the environment selected by your team, you will be matched
with a client or client set who represent that environment.  For example,
should you choose the School Yard environment at the Grammar School level,
you will be introduced to one or more grammar school teachers who have
agreed to be clients.