Prototyping to Perfection: a Lesson in Learning the Power of Prototyping

My name is Grant Gordon, and under the direction and supervision of my STEM teacher Mr. Scott Kutz (Westlake High School, OH.), I helped him create this Project Based Instructable to utilize and co-teach in our Engineering Honors class. 

Lesson Summary:

In this lesson, students will classify, demonstrate, examine and appraise the different kinds of prototypes. They will learn the fundamentals of prototyping and will draw, design and redesign an object to help visualize the steps that go in the process of prototyping. Students will utilize the design process to form two sketch models of their design and one final prototype. They will present their final designs/prototypes and communicate their findings through a technical CAD (Computer Aided Design) drawing and oral presentation. The concept of prototypes was selected as a focus for this lesson due to its diverse field of study, including principles in engineering, creativity, design and hands-on learning.

Estimated Duration: 15 Days

Commentary:

This lesson is intended for instruction in an Engineering and Technology Education program. It is most appropriate for conveyance though the content, facilities and resources more specifically offered in a course such as, Design Technology, Engineering Technology, or Technical Drawing/Drafting Technology. 

This lesson provides students an opportunity to engage in an activity that will make them aware of the factors that go into prototyping and the design process. Through implementing the design process, students will experience the aspects of how engineering technology is dependent on the conditions that dictate not only how the prototype looks but, but also how it makes use of its functions. 

Students will then present their final solution via a CAD (Computer Aided Design) drawing, physical model, and present it to others through explaining the influences that helped lead them to their final design.

Note:

As an example for this Instructable I chose to make a guitar effects pedal board, as shown in the images above. A pedal board is a flat or angled board to which effects pedals are mounted. Effects pedals are used by guitarists to alter the tonal characteristics of their guitars sound. This example should be used to help instructors see the different stages of prototyping and how they relate to the following lesson. Later on in this Instructable there will be a brief demonstration of the final pedal board in use to help explain this.

Tools and Materials

For the teacher:

Tools

Computer system with CAD software.

For the student:

Tools

Pencils

Paper

Scissors

Ruler

Scale

Tape

Glue

Hot Glue

Utility Knife

Cutting Board

Safety Glasses

Materials

Paper

Cardboard

Wood

3D Printer Filament

Content Area/Discipline:

Ohio's Learning Standards For Technology

Standard:

Design and Technology

Benchmark:

Topic 1: Define and describe technology, including its core concepts of systems, resources, requirements, processes, controls, optimization and trade-offs.

Indicator:

9-12.DT.1.b. Discuss how a design process builds on the core concepts of technology, including the relationship between systems

Content Area/Discipline:

Ohio's Learning Standards For Technology

Standard:

Design and Technology

Benchmark:

Topic 2: Identify a problem and use an engineering design process to solve the problem.

Indicator:

9-12.DT.2.a. Evaluate a design solution using conceptual, physical, digital and mathematical models at various intervals of a design process in order to check for proper design and note areas where improvements are needed (e.g., check the design solutions against criteria and constraints).

Content Area/Discipline:

Ohio's Learning Standards For Technology

Standard:

Design and Technology

Benchmark:

Topic 4: Evaluate designs using functional, aesthetic and creative elements. 

Indicator:

9-12.DT.4.a. Evaluate project/product solutions and communicate observations of the entire design process results.

Pre-Assessment: Whole class discussion

• Define “Design” as it relates to engineering technology
• Explain what prototyping is and why it is used
• Explain different kinds of prototypes
• Introduce project and how it relates to prototyping
• In class introduction to CAD
• Pass out lesson hand out: Refer to: Prototyping to Perfection Intro Handout: Attachment (A)
• Students should be able to perform the following actions on CAD
• Draw the Top, Front and Right side views
• Draw an isometric view
• Label and dimension the Top, Front and Right Side Views

Layout Top, Front, Right side and isometric views on a Title Block: Refer to Example CAD Drawing in Title Block: Attachment (B)

Post-Assessment:

Parts 1-3 are Done Individually

Make each student aware that the successful completion of all three prototypes and technical drawing includes two parts: (1) designing and building of the three prototypes (2) technical drawing/presentation.

Part 1: Have students design and build three prototypes of different difficulty and detail, 

to demonstrate principles in engineering, creativity, design and hands-on learning. Refer to, Hand Drawing Rubric/CAD Drawing and Presentation Rubric/ Prototypes Rubric, Attachment (C).

Part 2: Have students create several freehand isometric pencil sketches and a final isometric drawing produced on a CAD system. Students will then present their prototypes and CAD drawing to the instructor to be graded. Refer to, Hand Drawing and Hand Drawing Rubric/CAD Drawing and Presentation Rubric/ Prototypes Rubric, Attachment (C).

Part 3: Have students individually complete short-answer questions regarding driving factors and influences in engineering technology. Refer to Post-Assessment, Part 3 Answer Key and Questions, Attachment (D)

Scoring Guidelines:

Refer to Hand Drawing Rubric/CAD Drawing and Presentation Rubric/ Prototypes Rubric, Attachment (C), for criteria that students should be aware of when designing, building and drawing their prototypes to guide evaluation and to maximize achievement. 

Exit Questions: Refer to Post-Assessment, Part 3 Answer Key and Questions, Attachment (D), which includes teacher information to help guide evaluation of students’ responses to the six questions.

Day 1

1. Conduct Pre-Assessment
2. Introduce students to what prototyping is and why it is used
3. Present lists of differentiated problems/objects, refer to Differentiated List of Projects Attachment (E)
4. Make sure students can perform CAD maneuvers as stated in Pre-Assessment

____Checkpoint: Do all students understand the instructions/concepts and have all activities/assignments complete at this point? If yes, the teacher initials and the team may move on to the next step.

Day 2

1. Have students select final design problem that will be used to learn about the different types of prototyping
2. Have students begin individual research selected design problems
3. Create list of possible design features and what already exists

Day 3

1. Students begin sketching of 5 isometric views with labels that could be a solution the students selected design problem
2. Tools and Materials: Pencil, Paper, Ruler
3. The photograph above is an example of how students should lay out their sketches

Days 4

1. Continue sketching isometric views

____Checkpoint: Check in with students, make sure they are on track to completing their sketches in a timely manner with precision and accuracy.

Day 5

1. Finish up sketches if needed
2. Check students sketches
3. Have students then select their final design solution that they will use to produce their prototypes
4. Guide students in selecting their final design solution by circling a few of their proposed sketches to help narrow down their choices

Day 6

1. Begin on paper prototypes
2. Tools and Materials: Paper, Tape, Scissors, Ruler, Pencil

Instructional Tip

Remind students of proper measurement skills such as, using a scale to place points on a piece of paper, drawing lines with a straight edge with tools like triangles. Carefully and deliberately cut paper with scissors to ensure straight lines.

Day 7

1. Finish up making paper prototypes if needed
2. Check over students paper prototypes
3. Intro into cardboard prototype 

Instructional Tip

Inform students that their cardboard prototype should be more accurate than their paper prototypes. And will be directly proportional to what will be their final prototype. Precision, accuracy and a higher detail level are all aspects that students should focus on at this point in their projects.

Day 8

1. Begin on cardboard prototype
2. Tools and Materials: Cardboard, Utility Knife, Hot Glue, Scale, Pencil

Instructional Tip

Remind students of “safety first” when cutting cardboard with their utility knife. Make sure students are wearing eye protection at all times when handling a utility knife. Hold down straight edge while cutting and cut using a downward angle with a low angle. Inform students that conversation is strictly prohibited when a cutting blade is in their hand! Constantly monitor the cutting stations to ensure their safety as well as others. When handling a hot glue gun, remind students to not touch the tip of the gun while hot, as well as the glue until cooled.

Day 9

1. Continue making cardboard prototypes

____Checkpoint: Check in with students, make sure they are on track to completing their cardboard prototypes in a timely manner with precision and accuracy.

Day 10

1. Finish up cardboard prototypes
2. Check over students cardboard prototypes
3. Intro into final drawings/prototypes

Instructional Tip

Inform students that their final prototype should be more accurate than both their paper and cardboard models. And will be a 1:1 scale representation of their design. Precision, accuracy and a higher detail level are all aspects that students should focus on at this point in their projects.

Day 11

1. Final CAD drawing and final prototypes
2. Dimension Top, Front and Right Side views and layout in Title Block
3. The drawing referenced above is my final drawing for my guitar effects pedal board example designed on Inventor, refer to Final Pedal Board CAD Drawing: Attachment (F)
4.  Also refer to Example CAD Drawing: Attachment (B)

Day 12

1. Finish up final CAD drawings
2. Begin 3D printing or beginning construction on final prototypes if they are made of wood

Day 13

1. Continue 3D printing final prototypes or continuing construction on wood prototypes

____Checkpoint: Check in with students, make sure they are on track to completing their final prototypes

Day 14

1. Students should be nearing the end of the 3D printing process, if they choose to make their prototype out of wood they should be in the final steps of their build
2. As a final step in completing my final prototype example I applied two coats of polycrylic to finish the wood. This is shown in the picture above to help show where students should be in completing their final prototypes.

Day 15

1. Submit Final 3D printed prototypes along with drawing in title block
2. Refer to Example Example CAD Drawing in Title Block Attachment (B)
3. Hand out exit questions and have students complete them before the end of class

Differentiated Instructional Support:

Instruction is differentiated according to learner needs, to help all learners either meet the intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the specified indicator(s). 

• Conduct in class survey to gauge students skill level
• Use responses from students to determine the skill level for project
• Arrange students by skill level (Beginner, Intermediate, Advanced)
• Students that are not showing evidence of not meeting standard have them chose a project from the (Beginner category list of projects, Refer to Differentiated List of Projects Attachment (E))
• Students demonstrating evidence of meeting the standards have them chose a project from the (Intermediate category list of projects, Refer to Differentiated List of Projects Attachment (E))

Students demonstrating evidence of exceeding the standards have them chose a project from the (Advanced category list of projects, Differentiated List of Projects Attachment (E))

This list is an example and may be altered or expanded by the instructor to fit the needs of his or her class

Extension:

• Encourage students to make another prototype that incorporates more disciplines such as electrical or mechanical functions rather than just design.
• Have students make
• Go out into the real world and find things that required prototypes and could replicate
• Have students research other materials prototypes can be made out of
• Have students think about and then research how other items around them were prototyped

Homework and/or Home Connections:

• Have students research latest innovations in the field of technology and engineering
• Have students investigate local businesses that are innovating in the field of technology and engineering
• Have students email or seek out professional advice from an engineer to gain more knowledge on prototyping and the design process.
• Encourage students to visit websites such as, youtube.com and insturables.com to learn more about prototyping and the design process.

Vocabulary:

• 3D Printing:
• The process of creating a physical object from a three-dimensional digital model by layering materials on top of each other.
• CAD (Computer-Aided Design):
• The use of computer technology to assist in the creation, modification, analysis, or optimization of a design.
• Conceptual Models:
• Simplified representations or abstractions that help in understanding and explaining complex systems or ideas.
• Constraints:
• Definition: Limitations or restrictions that affect the design process, such as budget, time, or materials.
• Creative Elements:
• Components of a design that involve originality, imagination, and innovative thinking.
• Criteria:
• Standards or requirements used to judge the quality or success of a design or solution.
• Design Process:
• A systematic approach to solving problems or creating solutions, often involving stages like research, ideation, prototyping, and testing.
• Design Technology:
• The application of knowledge, tools, and techniques to create products or systems that meet human needs.
• Differentiated Instruction:
• Adapting teaching methods to meet the diverse needs of students, considering their individual abilities, learning styles, and interests.
• Engineering Technology:
• The application of scientific and mathematical principles to practical purposes in the design, development, and implementation of technology.
• Evaluation:
• The assessment or judgment of the effectiveness, quality, or success of a design or solution.
• Functional Elements:
• Components of a design that contribute to its intended purpose or functionality.
• Indicator:
• A specific measure or sign used to assess progress or achievement, often linked to educational standards.
• Isometric View:
• A method of representing three-dimensional objects in two dimensions, showing all three principal dimensions in a single view.
• Optimization:
• The process of making something as effective or functional as possible.
• Physical Models:
• Three-dimensional representations of objects or systems used for testing, analysis, or demonstration.
• Processes:
• Series of actions or steps taken to achieve a particular result or goal.
• Prototyping:
• The creation of preliminary versions or models of a product or system to test and refine ideas.
• Requirements:
• Definition: Specifications or conditions that must be satisfied for a design or solution to be successful.
• Safety:
• Precautions or actions taken to prevent accidents, injuries, or harm during a process or activity.
• Sketch Models:
• A preliminary visual representations used to explore and communicate design ideas.
• Technical Drawing:
• Precise and detailed drawings used to communicate design specifications, often created with CAD software.
• Title Block:
• A section on a technical drawing containing information such as title, scale, date, and author.
• Trade-offs:
• The compromises or sacrifices made when selecting one option over another in the design process.

Technology Connections

• Students will present final design solution in the form of a CAD drawing
• Have students take photographs of final models at the end of each of the 3 stages of this project to use for reference in subsequent years to chronicle achievement, or to use in an electronic portfolio. 
• Use these web sites to further investigate construction technologies and the factors that influence the design of a building or structure:

https://www.interaction-design.org/literature/topics/prototyping#:~:text=Prototyping%20is%20an%20 experimental%20process,can%20release%20the%20right%20products

Detailed overview of what prototyping is, the different kinds of prototyping and why they are used

https://www.andplus.com/blog/4-types-of-prototyping 

Explanations of the main types of prototyping

https://www.usability.gov/how-to-and-tools/methods/prototyping.html  

Explains the benefits of prototyping and presents a table to show differences

General Tips:

• Remind students of “safety first” when cutting cardboard with their utility knife 
• Inform students that conversation is strictly prohibited when a cutting blade is in their hand!  Constantly monitor the cutting stations to ensure their safety as well as others.
• Contain glue spills and extra or cut-off paper or cardboard pieces with a model making area or station and trash cans nearby.  
• Before each presentation, remind students to explain what their original design problem was

Attachments:

Attachment (A), Prototyping to Perfection Intro Handout 

Attachment (B), Example CAD Drawing in Title Block 

Attachment (C), Hand Drawing Rubric/CAD Drawing and Presentation Rubric/ Prototypes Rubric

Attachment (D), Post-Assessment, Part 3 Answer Key and Questions

Attachment (E), Differentiated List of Projects

Attachment (F), Final Pedal Board CAD Drawing