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:
Teacher:
Design Challenge Project:
Grade:
School:
State the problem in your own words.
 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!
 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.
 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.
 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:
School:
Share your Ideas with your team members.
It’s okay if you find yourself asking more
questions.
Design Challenge Project:
Time to discover!
Teacher:
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, subsubfunctions, 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:
The Objective: Improving the Design of a Sled
The Problem: Methods of Harvesting Ground Vegetables
PUGH MATRIX
Examples of Pugh Matrix
Directions
COMPARING FASTENER CONCEPTS
The Pugh Matrix is used to evulate your design options and choose the best one.
KEY: “S" means same, or no change to current factors
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.
source: http://web.mit.edu/2.009/www/labs/lab2.html
COMPARING MULTI-PURPOSE HATS
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 examinedsource: http://blog.lib.umn.edu/rezek010/3701/2013/12/assignment7.html
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
WEIGHING THE ELEMENTS OF AN ULTIMATE
SNOW FORT BUILDER
source: http://blog.lib.umn.edu/dyexx061/3701/2013/12/assignment-7-brittni-dye.html
Solution Selection
Of your top solution possibilities, choose which one you think is best and provide an explanation as to why.
TOP SOLUTION POSSIBILITIES:
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:
 Was the solution tested the best solution? Provide a brief explanation.
 Would one of our other ideas have been better? Why or why not? (Explain in detail.)
 What would we have done differently?
Display Board Template
Sketch your display here
Notes
Notes
Notes
Notes
If you need more pages, please ask your teacher.