To review if necessary:
Creating a Project and assigning Permissions:
Once logged in they should click on the class link and then click on the project link.
Students will now be on the Project page to create their new project, enter a name.
And then click save. This will create the project and return them to the front page.
They should now click on the project the created so they can begin the process.
Each student could assign permissions, to give access to teammates (if appropriate). To do this, the student should click on the Permissions button on the Projects page, and teammate names under "Add a group member". This will give you and teammates access to the project.
Students need to click the save button so that they don't lose their project and permissions.
Review the Challenge:
Surgical tools used in operating rooms are often handed from one person to another during an operation. Think about how this step could be a introduction point for infection. To help break this part of the chain of infection, you and your team will design a surgical tool holder that will allow the doctor to easily retrieve and replace tools during a surgical procedure. You will receive more details as you proceed through the challenge.
Step 1 – Identify the Problem
Read, understand, and clearly restate the problem you are working on.
Students should begin with the Identify section of the EDPL. There are two important components to include in this section--the problem students are attempting to solve, and the customer or client.
Possible narrative to students:
Part of engineering design is properly understanding the problem and the customer or client. It is a common mistake to make something that no one actually wants. To avoid that, it is important to research the problem and the customer. The problem and the intended client should both be described clearly in the ‘Identify the Problem’ box of the EDPL.
Students should Identify the customer in the EDPL
In your own words, type of clear statement of the problem. It should include a specific client (in this case, a type of surgeon) and a specific need that doesn’t imply a certain solution. (For example, Cardio Surgeon's need a way to keep their tools accessible without the need for another person to handle the instruments.)
Students should Identify what products already exist.
Possible narrative to students:
It is always important to research what has already been done. You don’t want to re-invent the wheel, nor do you want to repeat someone else’s mistake.
Provide students with time to go online and get some ideas about operating room procedures and other information about why this is not current practice.
Note--Market research can inform both the identification of the problem, and the understanding of the requirements on the product. In the EDPL, market research can be documented as a "Research Note", and conclusions added to the Identify text box. New requirements that they uncover through their market research should be added to the Understand section in Step 2 below as a new requirement.
Step 2 - Understand: Defining Design Requirements
Students should open the Understand section of the EDPL. They can use the Navigation pull down at the top of the page.
The requirements list is a list of characteristics that the design must have (criteria), as well as a list of the constraints that are placed on the design.
Students should refer to information from their research to fill out the requirements about client and design preferences.
They should use appropriate measuring devices to determine the dimensions of their device holder.
All requirements should identify the source of the requirement. In this case, it could be from a client interview, the RFP, market research, or a test result.
Possible narrative:
On this page you will create a documented list of all of the requirements that your solution should meet, based on the needs of the client. You should document each design requirement with an appropriate source that indicates where that requirement came from. This will provide a dated list as you add requirements later in the process.
What are the requirements that must be met by your solution?
What are the desires of your client/customer?
What are the technical requirements (e.g. dimensions that must be considered)?
Later in the design process, students will test their prototypes against all listed requirements.
Note: The reason for dating each entry is that the list can be updated if needed.