APSC 169 Lecture 3: Design 2 (Identify) - Project Requirements - 10 September 2024 PDF

OKANAGAN APSC169 SUSTAINABLE ENGINEERING DESIGN Lecture 3: Design 2 (Identify) Project Requirements (FOCs) + Background + Significance 1 WARM UP Client: “Hello, first year engineering students. I am quadriplegic and use a motorized wheelchair...

OKANAGAN APSC169 SUSTAINABLE ENGINEERING DESIGN Lecture 3: Design 2 (Identify) Project Requirements (FOCs) + Background + Significance 1 WARM UP Client: “Hello, first year engineering students. I am quadriplegic and use a motorized wheelchair controlled by a mouth piece. I am looking OKANAGAN for you to create a reusable bag that attaches to my wheelchair so I can carry groceries home from the store easily. Currently, the bags that attach to my wheel chair are too small and fall off when I put in more than 5 lbs. I need you to design a bigger bag, that can carry more weight, that is easy to use, and easy to clean.” → Write a need statement. Revise the scope so it is feasible as a 3- month student project. APSC169 SUSTAINABLE ENGINEERING DESIGN Lecture 3: Design 2 (Identify) Project Requirements (FOCs) + Background + Significance 1  APSC 169 LECTURE 2: DESIGN 1 (IDENTIFY) Need Statement “A way to address (problem) in/for (population).” “A way to address (problem) in/for (population) that (outcome).” ► Must contain ► Can contain a problem and population primary outcome (measure for success) Outcome 20 (Yock et al., 2015)  SCOPING ► Scope Problem: “A way to address the lack of time and money to eat a well balanced diet for UBCO students” A lack of time and money to eat a well balanced diet without leaving campus A lack of time and money to eat a well balanced diet A lack of eating well balanced diets 4  SCOPING ► Scope Population: “A way to address the lack of time and money to eat a well balanced diet for UBCO students” UBCO engineering students living in residence UBCO engineering Students UBCO students living in residence UBCO students North American university students All Canadians University students around the world 5  JUSTIFYING SCOPE Our team broadened the initial need statement with respect to both the problem and population. The client’s design brief sought “A way to address the lack of time and money to eat a well balanced diet for UBCO students.” Our project’s need statement is “A way to address the lack of well-balanced diets being eaten by university students in North America.” Or may be discussed and cited previously in background section. Firstly, based on research [citation], it was found that this problem is very applicable to all university students in North America and not just limited to UBCO students. By broadening the population we are ensuring that we have a bigger market size and that our solution is immediately transferable to other institutions. However, we chose not to broaden the scope beyond the North American university environment as this environment has particular challenges that should be addressed separate from the entire population of university students beyond North America [citation]. North American universities differ from those of universities in other continents..….… Secondly, […….. justification for problem scope] 6  BACKGROUND RESEARCH, INTERVIEWS, OBSERVATIONS, AND SIGNIFICANCE 50  BECOMING AN EXPERT ► Internalize and articulate full understanding of the need How can your team maximize value from ► Seek: Background research, interviews, observation meeting times during the ► Clarify: Team conversations (“shared understanding”) Design Lab? ► Share: Communications with clients, supervisors, other stakeholders ► Project Definition Reports (Report 1/Report 2) ► Clear, relevant background information → audiences with different levels of technical expertise can understand the need ► Well-justified discussion of significance → investors are convinced it is an important and impactful problem to solve, supervisors are convinced the team should go ahead 8  HOW TO RESEARCH ► Key career skill: Efficiently finding and understanding suitable research sources ► Credible, expert references: patents, government websites, international standards, academic journals, conference proceedings, textbooks (peer-reviewed is best) ► Google, random websites, Wikipedia, ChatGPT: Okay for your initial understanding. Not acceptable references in Report 1. ► Tips for team success: ► Split up the background research into major topics, do 15-20 minutes of individual research, present to each other on what you learned, repeat ► Document everything (source + ideas) and keep all references organized ► Use a reference manager (Mendeley, Zotero, etc.) 9  HOW TO RESEARCH ► Perform research before reaching out to users or experts for interviews ► To find peer-reviewed, university level articles, the best places to search are (https://guides.library.ubc.ca/okapsc176/articles): ► Summon ► Compendex Engineering Village ► Google Scholar ► Scopus ► Research skills development: https://guides.library.ubc.ca/ResearchSkillsForEngineeringStudents ► Sustainability resources: https://guides.library.ubc.ca/res#s-lg-box- 6247289 10  SEGWAY: THE ACADEMIC PUBLISHING LANDSCAPE… ► Are all articles equal? 11  FINDING RICH INFORMATION ► Observing the problem: ►+ ►- ►- ► Interviewing representative people about the problem: ►+ ►- ►- ►+ ► User-centered design: involve end users, clients, and experts early and often 12  FINDING RICH INFORMATION ► Observing the problem: ►+ “Authentic” representation of individual or group’s experience Patience Attention to detail ► - May not be representative of others within scoped population Awareness of your ► - Feasibility depends on project scope own assumptions ► Interviewing representative people about the problem: ►+ Individual/group share their experience in their own words Respect, rapport Open-ended questions ► - Interview questions and other factors can bias responses Active listening ► - May not be representative of others within scoped population ► + More feasible (virtual meetings etc.) ► User centered design: involve end users, clients, and experts early and often 13  HOW TO BE A GOOD OBSERVER ► WATCH and OBSERVE – don’t interrupt ► Write down notes often ► Focus on capturing what you can see; distinguish any opinions or assumptions ► Try to find patterns (repetition, commonalities, differences) ► Focus on problem; not solutions Practice: https://www.youtube.com/watch?v=tuDcB-vt_B0 14 15  HOW TO BE A GOOD OBSERVER ► WATCH and OBSERVE – don’t interrupt ► Write down notes often ► Focus on capturing what you can see; distinguish any opinions or assumptions ► Try to find patterns (repetition, commonalities, differences) ► Focus on problem; not solutions Practice: https://www.youtube.com/watch?v=tuDcB-vt_B0 Share your observations [2 min]: What details did you each focus on? What biases or assumptions are embedded in your observations? 16  NOTES ON OBSERVATIONS ► Be aware of the observer effect ► People act differently when they are being observed ► Think about other biases ► Environmental ► Seniority “The Mom Test” summary: https://lifeclub.org/books/the-mom-test-rob-fitzpatrick-review-summary 17  INTERVIEW TIPS ► Doyour background research before you interview someone ► Come with prepared questions ► Ask “Why” ► Don’t ask what they usually do. Ask about a specific time. For example, “The last time you did , what was your process?” “How long did it take?” ► Look for inconsistencies ► Look at body language ► Don’t be afraid of silence ► Do not suggest answers to questions ► Do not start with a solution, start with a problem ► Don’t ask binary (yes/no) questions ► Document EVERYTHING ► Identify questions that will need to answered with follow-up inquiry 18  REACH OUT TO THE COMMUNITY ► Potential informants: ► Representatives of your scoped population ► Subject experts: UBCO faculty, APSC 169 TAs ► Professionalism: You are stewards of the university ► Do background research FIRST and reach out with a purpose ► Practice respect Discuss [2 min]: When reaching out to informants… What subject line and greeting would you use to start an email? What background information would you need to provide? What would be your ask? How would this be different for UBCO vs. non-UBCO recipients? 19  ETHICS ► As you start to conduct interviews and observations ensure you maintain a high degree of ethical standards: ► Safety:Never expose anyone to physical or psychological harm ► Confidentiality: Never reveal the identity of someone you interviewed ► Ethical Principles: ► Autonomy: The right to choose ► Beneficence: The need to do good ► Non-maleficence: The need to do no harm ► Justice: The need to be fair 20  WHEN IS ENOUGH, ENOUGH? ► Triangulation ► Theoretical saturation 21  LET’S DISCUSS YOUR WARM-UP EXERCISE WARM UP Client: “Hello, first year engineering students. I am quadriplegic and use a motorized wheelchair controlled by a mouth piece. I am looking for you to create a reusable bag that attaches to my wheelchair so I can carry groceries home from the store easily. Currently, the bags that attach to my wheel chair are too small and fall off when I put in more than 5 lbs. I need you to design a bigger bag, that can carry more weight, that is easy to use, and easy to clean.” → Write a need statement. Revise the scope so it is feasible as a 3- month student project. 22  WARM UP: INITIAL NEED STATEMENT ► Need statement ► Problem: A lackof ability to carry > 5lb loads in motorized wheelchair ► Population: People with quadriplegia ► Need statement: “A way to address the lack of ability to carry > 5lb loads in motorized wheelchairs for people with quadriplegia” 23  WARM UP: SCOPING A way to address the lack of ability to carry groceries exceeding 5lb in motorized wheelchairs bags for people with quadriplegia A way to address the lack of ability to carry > 5lb loads in motorized wheelchairs for people with quadriplegia A way to address the lack of ability to carry heavy loads in motorized wheelchairs for all wheelchair users 24  PROJECT REQUIREMENTS 2  ONCE OUR NEED IS FULLY DEFINED … Background research, interviews, observations inform Scope Need Statement More narrow “A way to address (problem) in/for (population).” “A way to address (problem) in/for (population) that (outcome).” Client described Broader Background research, Project requirements interviews, observations inform 26  ONCE THE NEED IS FULLY DEFINED … ► Determine Project Requirements (FOC analysis) ► Functions ► Objectives ► Constraints 27  FUNCTIONS ► What the technology must do to meet the need ► All of the functions that the technology must fulfill to be considered a viable solution ► Binary yes or no ►Quantify if possible 5 (McCahan. 2015)  FUNCTIONS: UNIVERSITY STUDENT FOOD PROBLEM ► “A way to address the lack of well balanced diets for North American university students” ► Functions: ► Must ……… Individually [1 min] Discuss [2 min] ► What the technology must do ► Must ……… to meet the need ► Must ……… ► All of the functions that the ► Must ……… technology must fulfill to be ► Must ……… considered a viable solution ► Binary yes or no ►Quantify if possible 6  FUNCTIONS: UNIVERSITY STUDENT FOOD PROBLEM ► “A way to address the lack of well balanced diets for North American university students” ► Functions: ► Must provide all necessary nourishment for students to survive – measured in calories ► Must meet recommended Health Canada servings of fruit or vegetables – measured in number of servings per day ► Must save time compared to current options – measured in cooking and eating time in minutes ► Must save money compared to current options – measured in dollars spent per month ► Must result in happier students – measured in survey responses of satisfaction and quality of life ► Must result in healthier students – measured in survey responses of perceived overall health and wellness 6  OBJECTIVES ► What the design solutions should be ideally ► Form: maximize or minimize ► Quantifiable – with units ► Ideal (what makes for a better solution?); absolute requirements fit under functions or constraints ► If you have >1 possible solutions that meet functions and constraints, objectives are used to choose the best solution 8  OBJECTIVES AS HILLS 9 (McCahan. 2015)  OBJECTIVES: UNIVERSITY STUDENT FOOD PROBLEM ► “A way to address the lack of well balanced diets for North American university students” ► Objectives: ► Minimize time to prepare food – measured in minutes to prepare food ► Minimize cost – measured in dollars ► Maximize ….. – measured in …… Individually [1 min] Discuss [2 min] ► Minimize ….. – measured in …… ► … Imagine the perfect solution (even though you don’t know exactly what it is) – what would its features or qualities be? 33  OBJECTIVES: UNIVERSITY STUDENT FOOD PROBLEM ► “A way to address the lack of well balanced diets for North American university students” ► Objectives: ► Minimize time to prepare food – measured in minutes to prepare food ► Minimize cost – measured in dollars ► Maximize perceived health – measured in survey responses of perceived overall health and wellness ► Maximize taste – measured in student responses to survey of perceived taste ► Maximize fullness – measured in student responses to survey of feeling hungry ► Minimize cravings for unhealthy snacks– measured in student responses of survey on snacking ► Maximize ease of use – measured in number of steps to prepare food and student responses to surveys ► Minimize waste and byproducts – measured in weight of garbage/recycling created per week 34  CONSTRAINTS ► Externally applied, what the technology must be or do ► Binary yes or no (if no, solution is ineligible) ► Major Constraint Areas: ► Economic – E.g. Maximum project or product cost ► Social ► Political ► Environmental ► Regulatory requirements ► Course-specific: ► Resource limitations – Equipment, space… ► Time/money limitations – project due date, protoyping budget ► Other? 35  STANDARDS ► Must look at Regulatory Requirements: ► Federal Laws ► Environment Acts ► Health and Safety Codes ► Other Industry Standards (ANSI, ISO, IEC, ITU, …) ► Standards Search Engines (Aggregate collections; ASTM, ISO, UL, etc.) ► TechStreet 400,000 industry codes and standards from 350 leading Standards Developing Organizations. ► SAI Global Standards Infobase 1 million+ world-wide engineering standards and specifications, current and historical. Registration required (free). ► IHS 800,000 standards, specifications, and codes; available in English, French, Dutch. ► Document Center Inc. 750,000 documents; sells standards, provides monitoring, auditing, updating services. 36  CONSTRAINTS AS FENCED OFF AREAS 37 (McCahan. 2015)  CONSTRAINTS: UNIVERSITY STUDENT FOOD PROBLEM ► “A way to address the lack of well balanced diets for North American university students” ► Constraints: ► Must meet Health Canada food safety standards and guidelines: Standards and Guidelines for Microbiological Safety of Food , Lists of permitted food additives, Maximum levels for chemical contaminants in foods, Maximum residue limits for pesticides ► Major Constraint Areas: ► Must …… Individually [1 min] ► Economic ► Must …… Discuss [2 min] ► Social ► Must …… ► Political ►… ► Environmental ► Regulatory requirements ► Course-specific 17  CONSTRAINTS: UNIVERSITY STUDENT FOOD PROBLEM ► “A way to address the lack of well balanced diets for North American university students” ► Constraints: ► Must meet Health Canada food safety standards and guidelines: Standards and Guidelines for Microbiological Safety of Food , Lists of permitted food additives, Maximum levels for chemical contaminants in foods, Maximum residue limits for pesticides ► Must meet Health Canada Safe Food for Canadians Act ► Must meet Health Canada Consumer Packaging and Labelling Act ► Must meet US FDA processing, packaging, and storage of food laws ► Must adhere to food laws of all 23 countries in North America ► Must adhere to course prototyping budget of $100.00 measured in dollars ►… 17  REQUIREMENTS (FOCS): UNIVERSITY STUDENT FOOD PROBLEM ► Need: “A way to address the lack of well balanced diets for North American university students” ► Functions: ► Objectives: ► Constraints: ► Must provide all ► Minimize time to prepare ► Must meet Health necessary nourishment for food (minutes to prepare) Canada food safety students to survive ► Minimize cost (CAD) standards and (calories) ► Maximize perceived guidelines (…) ► Must meet health (survey) ► Must meet Health recommended Health ► Maximize taste (survey) Canada Safe Food for Canada servings of fruit Canadians Act or vegetables (number ► Maximize fullness (survey) ► Must … of servings per day) ► Must … ► Minimize … Do these requirements capture all essential aspects of the problem? + Quantify (units of Have you done sufficient research and information gathering to be sure? measurement) Do they make logical sense? Are any contradictions genuine trade-offs 40 (not just poor team coordination)?  APSC 169 LECTURE 3: DESIGN 2 (IDENTIFY) Background research, interviews, observations inform Need Statement More narrow “A way to address (problem) in/for (population).” “A way to address (problem) in/for (population) that (outcome).” Scope Client described + Justification Broader Background research, interviews, observations inform Project requirements + Units of measurement Functions (must do to Objectives (should be; Constraints (externally meet need) maximize or minimize) imposed musts) 41  PRACTICE QUESTION 1 ► UBCO student service centre has come to you with the following problem. UBCO students need to complete group projects in more of their classes. However, group meeting spaces are very limited, and students spend, on average, over 20 minutes just trying to find a place to meet with their groups. This is a waste of valuable work time and students are getting frustrated. Student satisfaction surveys show that this is causing extra stress in their already stressful days. The Student Service Centre has been allocated a budget of $50,000.00 that they can use to address the issue that by September 2025. ► [4 marks] Using the client brief provided, develop a need statement [2 marks] and perform scoping. Please justify your scoped need [2 marks]. 42  PRACTICE QUESTION 2 You have developed project requirements for the need identified in practice question 1. For each requirement in the list below, categorize as a “Function”, “Objective” or “Constraint”. Note, this list is not exhaustive. Select the best answer for each. [4 marks] ► Must be implemented in 8 months – measured in months ► Minimize student travel time to a meeting space– measured in minutes ► Minimize cost of implementation – measured in dollars ► Must cost less than $50,000.00 to implement – measured in dollars ► Must increase group meeting spaces compared to current – measured in number of meeting spaces ► Minimize student stress – measured in student surveys ► Must allow for a sound proof meetings to occur ► Must meet Building Safety Codes 43  BONUS PRACTICE : REVISIT THE WARM-UP EXERCISE AFTER WATCHING THE FOLLOWING VIDEOS NOW ADD RELEVANT FUNCTIONS, OBJECTIVES AND CONSTRAINTS. WARM UP Client: “Hello, first year engineering students. I am quadriplegic and use a motorized wheelchair controlled by a mouth piece. I am looking for you to create a reusable bag that attaches to my wheelchair so I can carry groceries home from the store easily. Currently, the bags that attach to my wheel chair are too small and fall off when I put in more than 5 lbs. I need you to design a bigger bag, that can carry more weight, that is easy to use, and easy to clean.” → Write a need statement. Revise the scope so it is feasible as a 3- month student project. https://www.youtube.com/watch?v=vkPn-Mbk3MA https://www.youtube.com/watch?v=RCjPkgkJpsU DID YOU GATHER NEW INFORMATION? DID ANY BIASES IN YOUR INITIAL THINKING BECOME APPARENT? IS ANY OBSERVATION UNBIASED? HOW DID THE ADDITIONAL OBSERVATIONS RELATE TO TRIANGULATION AND THEORETICAL SATURATION? 44  BONUS PRACTICE: REVISIT THE WARM-UP EXERCISE AFTER WATCHING THE FOLLOWING VIDEOS NOW ADD RELEVANT FUNCTIONS, OBJECTIVES AND CONSTRAINTS. DID YOU GATHER NEW INFORMATION? DID ANY BIASES IN YOUR INITIAL THINKING BECOME APPARENT? IS ANY OBSERVATION UNBIASED? HOW DID THE ADDITIONAL OBSERVATIONS RELATE TO TRIANGULATION AND THEORETICAL SATURATION? 45  REFERENCES ► Designing Engineers: An Introductory Text. By McCahan, et al. Published by Wiley 2015 ► Part 2 Design Process ► Project Requirements ► Functions ► Objectives ► Constraints ► Engineering Design Process, Third Edition By Yousef Haik, Cengage Learning, 2018 ► Chapter 1 Introduction to Design 46