The design process requires many skills. Perhaps the most important is the ability to sketch and annotate a conceptual design. This skill applies to all engineering disciplines; architecture, civil, and mechanical.
This unit focuses on sketching tools, such as visualization, annotation, 2D and 3D sketches.
Content
• Unit 1 - Design Overview
Introduction
Design encompasses everything man-made. Applied design, and the systematic application of the principles of design, is the basis behind teaching and using technology.
Technological design includes these areas:
• Architectural design (buildings, interior design, urban planning)
• Civil design (bridges, highways, dams)
• Electronic design (hardware, software engineering)
• Industrial design (mechanical, manufacturing, fashion, engineering)
• Graphic design (advertising, film, other media)
About this Unit
This unit provides a brief overview of the design process and principles.
Standards
This lesson meets standards for Science Content, Math, Language Arts, and Technology.
Lessons
• Introduction to the Design Process
• The Project Problem Solving Model
• Overview of Design Principles
Design is the broad-based integration of art and engineering. It combines the study of science, language, math, business, and society. Applied design and the systematic application of its principles are the basis behind using and teaching technological design.
Today’s educator must travel beyond the confines of the classroom to teach real-world learning. Teachers know they must bridge the gap between concept and application. They must teach more than just drafting in order to prepare their students for the real world of industry. They must teach the complete design process: drafting, problem solving, testing, presentation, production, and post-production.
How to Begin Teaching the Design Process
Design is an all-encompassing subject area with no real experts, just informed and talented individuals. Here are some points to remember about teaching the design process:
• Design is subjective. Teach your students how to rationalize and critique.
• Many technology educators think that drafting is design. Drafting is just one component of design, one tool in the process of designing. It is one of the last steps before manufacturing, not the first. Teaching drafting first is like teaching calculus before addition and subtraction.
• The design project must be relevant to the student's needs and experience.
• The design project must be significant; it must have a purpose and never be treated as make-work time filler.
• Ask students to consider the design of everyday articles in their home such as toys, tools, and utensils. Does the design work or not? Can they improve it? How was the item manufactured?
• Limit the variables. Providing constraints to the project allows more room for creativity.
• Students cannot design in a vacuum. They need to see what was done before, what the rationale is, and what their experience gives them.
• Avoid the tendency some students have to throw everything into the design. Simple is better.
• Encourage students to create a solution with an explanation.
The Design Brief
Create a design brief, or a short description, of the problem you want your students to solve. A good design brief includes background, tasks to perform, the deliverables, such as reports, sketches, models and illustrations, and a time line. Have them record everything, and throw nothing away.
Here are the important skills that students must ultimately learn and develop to understand the design process:
• Research
• Problem-solving
• Team work
• Technical
• Computer applications
• Human interaction with technology (ergonomics)
• Properties of materials
• The analyzing process
• Marketing and costs
• Visualization
• Project management
• Sketching and 3D
• Illustration
• Drafting
• Use-cycles
• Manufacturing
• Law and regulations
• Safety and reliability
• Community involvement
• Environmental concerns
• Electronics
• Testing procedures
• Time management
• Communication
• Presentation
• Aesthetics and function
• How to judge aesthetics
Solution-oriented design
Above all else, design fulfills a need. It begins with identifying a problem or a need and figuring out how to create a solution.
• Find ways to remove barriers to creativity, such as speed sketching and word associations.
• Teach your students that logical design processes should not supersede creativity, and that taking risks and failure is good. This is a learning process and is not to be feared.
• You must build enthusiasm and excitement from the beginning.
• Do not expect students to sit still and sketch and draw and draft endlessly at the beginning of the project.
• Do not expect three or five or ten ideas, but do expect at least one.
• Studies show designers work best with one idea, and then will work on others if the first one doesn't fly.
Every source on teaching design has a graph, chart, or step-by-step directions to describe how to go about designing a product.
A project problem-solving model is outlined below:
Planning Stage
Problem Identification
• What is the problem?
• Why are you trying to solve it?
• Research.
• Conceptualize possible solutions.
• Brainstorm with team mates.
• Block out solutions, thumbnails, and models
Set Goals and Note Criteria
• How?
• When?
• Consider resources, materials, funds, and time constraints.
• Discuss goals with clients, users, and investors.
• Refine solutions, use more thumbnails and models.
Evaluate, Test, Select, and Implement Solutions
• Brainstorm, sketch, doodle, thumbnails, roughs, models.
• Group discussions, decisions.
• Pin down solution.
• Opinions to other stages.
Presentation Stage
Sell the Solution
• Polish, and layout solution(s), completed drawings.
• Present ideas to management, clients, and investors.
• Opinions to other stages.
Production Stage
Manufacture
• Complete engineering design and prototypes.
• Evaluate process, verify, and then modify if necessary.
• Monitor production.
• Opinions to other stages.
Post-Production Stage
Evaluate
• Analyze and conclude, and then report results.
• Refine ideas for further work.
• Opinions to other stages.
The design process may involve the following paradigms:
• Concept: Student comes up with an idea.
• Design: Select the software that best allows for the model and the discipline.
• Document: Drafting, rendering, animation, and technical writing.
• Building: Machining, CNC, carpentry, woodworking, or welding.
• Use: Application.