The 5-Step Engineering Design Process

ASBE 2018-19

Evva Dossin

Romeo Engineering and Technology Center

Evva.dossin@romeok12.org

Students register for the ASBE competition at

http://www.asbefound.org/events

Step 1: Identify your

problem, need and/ or “customer”.

Step 2: Concepts and

ideas.

Step 3: Comprise solutions

Step 4: Models and/ or prototypes

Step 5: Production

and or working

drawings.

The 5-Step Engineering Design Process

Step 1- What’s Your Problem?In this step you will need to ask and a number of questions. You need to identify your problem, needs, wants, and any questions you have at this point, large and small. The designer not only must identify the problem or need but also the customer. The creation of a new design ultimately will be driven by its end users.

Bed Lamp Center Stack

Step 1- What’s Your Problem?Give the students a brief overview of the ASBE competition. Have the entire class together in one large group come up with questions. There are NO answers at this time and NO stupid questions. Have two students act as recorders on large sheets of paper or take a picture of the board to save and refer to later.

Bed Lamp• What kind of lighting should we use?

• What car is this for?

• How big is it?

• What materials?

• Why do we need it?

• How will it be attached?

• .

• .

Center Stack• How big is it?

• What controls will go in it?

• What kind of material will it be made out of?

• What will people use it for?

• Will it be a screen?

• Will there be buttons?

• .

• .

What are some questions students could have as designers? Who is your customer? What are they asking for? What does the customer want you to do? What are you trying to do? Are there any codes or standards you will need to address? What is the market potential? What type of price bracket are you aiming for? Etc

TEACHER OUTLINE

Step 2- Concepts and Ideas In this step you will do things such research ideas, look at what others have done in the past, look at similarities between what you want to do and another object/ design. Many, many, many ideas are collected, reasonable and otherwise, for possible solutions to the problem and many,many,many sketches are produced. No attempt to evaluate the ideas at this stage, and all notes, research and sketches are dated and signed and saved for later use and record and proof.

Step 2- Concepts and Ideas Bed Lamp and Center Stack• Have students as a large group come up with ideas. Have a

student record on a large sheet of paper or white board (take picture) to save. Even if the ideas are unrealistic or even silly, write them down.

• Have the students now individually sketch out design ideas. Be sure to name, date and save ALL sketches.

• In small groups (4-5 students) have the students share and discuss their individual ideas.

• Bring the class together and ask each small group for one or two ideas they discussed.

• Have the students do on-line precedent study research of the part.

• Once again individually have the students sketch out their ideas.

• Have the students take a picture of all their sketches for on-line portfolio then pin all sketches up to the wall.

TEACHER OUTLINE

Step 3- Compromise SolutionsAll ideas need to have careful consideration and combined into one or more promising compromise solutions. Look at the pros and cons and readdress the questions you came up with in Step 1. Refine your sketches and develop them further to study more detailed items.

Step 3- Compromise Solutions

Bed Lamp and Center Stack• Review the ASBE competition rules closely with the

entire class.

• Have the students review all the sketches on the wall.

• Have the students individually sketch out what they plan on designing in a more refined manner. Remind the students it is ok if they change their mind later.

• Individually review each student’s sketch and ask the student to “sell” their idea to you. (Desk crit.)

• Give feedback in forms of questions, suggestions, additional ideas, etc.

• Have the student take a picture of their refined sketch for their portfolio.

TEACHER OUTLINE

Step 4- Models and PrototypesA scale model is constructed to study, analyze, and refine a design. It is also a way of physically showing your client the idea. A full sized working model is called a “prototype”. The best models are the ones made of the actual materials planned on being manufactured with, but sometimes alternative materials are acceptable. In addition to physical models, 3D computer models can also be built. Often at times when a designer reaches this step they realize something that was unknown before and have to go back to Step 2. This is not considered a failure, just part of the design process.

Step 4- Models and Prototypes

• Have the students quickly mock up models for ergonomic studies and rough ideas of how the parts will function.

• This step maybe be more or less detailed for some students depending on their designs or switched with Step 5.

TEACHER OUTLINE

Step 5- Working DrawingsTo produce or manufacture a product, a final set of working drawings must be made, checked and approved. Draft drawings that fully describe the object you have designed so it can be manufactured and produced.

Step 5- Working Drawings• Have the students create working drawings

• Have them apply all drafting “rules” in their drawings and follow the rules outlined by ASBE. (Sheet size, title block etc.)

• Have periodic progress checks on the student drawings, in form of progress checks, desk checks, individual crits, group crits, engineering log, etc.

• Set a final deadline as well as interim milestones.

• Have the student think about the overall presentation and neatness.

• Encourage the students to work with their peers and English teachers regarding the design write-up.

• Always plan on submitting the drawings early. There is always adverse weather on the ASBE due date.

TEACHER OUTLINE