SATERBACK • WETTERGREEN

Introduction to Engineering Design Workbook

Ann Saterbak, Duke University
Matthew Wettergreen, Rice University

Introduction to Engineering Design is a practical, straightforward workbook designed to systematize the often
messy process of designing solutions to open-ended problems.
From learning about the problem to prototyping a solution, this workbook guides developing engineers and

INTRODUCTION TO ENGINEERING DESIGN WORKBOOK

designers through the iterative steps of the engineering design process. Created in a freshman engineering design
course over ten years, this workbook has been refined to clearly guide students and teams to success. Together
with a series of instructional videos and short project examples, the workbook has space for teams to execute the
engineering design process on a challenge of their choice. Designed for university students as well as motivated
learners, the workbook supports creative students as they tackle important problems.
Introduction to Engineering Design is designed for educators looking to use project-based engineering design in
their classroom.

ABOUT THE AUTHORS

Ann Saterbak is Professor of the Practice in Biomedical Engineering and Director of the First-Year Engineering Program at Duke
University. Since joining Duke in June 2017, she launched the new Engineering Design and Communication course. In this course, first-
year students work in teams to solve community-based, client-driven problems and build physical prototypes. Prior to Duke, she taught
at Rice University, where she was on the faculty since 1999. Saterbak is the lead author of the textbook Bioengineering Fundamentals.
At Rice and Duke, Saterbak’s outstanding teaching has been recognized through five school- and university-wide teaching awards. For
her contribution to education within biomedical engineering, she was elected Fellow in the Biomedical Engineering Society and the
American Society of Engineering Education. She is the founding Editor-in-Chief of Biomedical Engineering Education.
Matthew Wettergreen is the Director of the Global Medical Innovation Master of Bioengineering program at Rice University. He is
also an Associate Teaching Professor at the Oshman Engineering Design Kitchen at Rice where he teaches engineering design and
prototyping. Based on a deep interest in curriculum that builds capacity for student development in maker spaces, he has co-created
materials and delivered workshops to establish international engineering design programs. Wettergreen is the faculty mentor for Rice’s
Design for America chapter, for which he has been awarded the Hudspeth Award for excellence in student club mentoring. For his
contributions to the development of the design curriculum at Rice, he received the Teaching Award for Excellence in Inquiry-Based
Learning. His design work has been featured in NASA Tech Briefs, the Wall Street Journal, Make Magazine, Atlantic Monthly, and Texas
Monthly.

ABOUT SYNTHESIS
This volume is a printed version of a work that appears in the Synthesis Digital Library of Engineering
and Computer Science. Synthesis Lectures provide concise original presentations of important research
and development topics, published quickly in digital and print formats. For more information, visit our
website: http://store.morganclaypool.com

MORGAN & CLAYPOOL

store.morganclaypool.com
Introduction to Engineering Design
 iii

Synthesis Lectures on Engineering, Science,

and Technology
Each book in the series is written by a well known expert in the field. Most titles cover subjects such as professional
development, education, and study skills, as well as basic introductory undergraduate material and other topics
appropriate for a broader and less technical audience. In addition, the series includes several titles written on very
specific topics not covered elsewhere in the Synthesis Digital Library.

Introduction to Engineering Design

Ann Saterbak and Matthew Wettergreen
August 2021

Biologically Inspired Design: A Primer

Torben A. Lenau and Akhlesh Lakhtakia
January 2021

Engineering Design: An Organic Approach to Solving Complex Problems in the Modern World
George D. Catalano and Karen C. Catalano
September 2020

Integrated Process Design and Operational Optimization via Multiparametric Programming

Baris Burnak, Nikolaos A. Diangelakis, and Efstratios N. Pistikopoulos
September 2020

The Art of Teaching Physics with Ancient Chinese Science and Technology
Matt Marone
August 2020

Scientific Analysis of Cultural Heritage Objects

Michael Wiescher, Khachatur Manukyan
August 2020

Case Studies in Forensic Physics s

Gregory A. DiLisi and Richard A. Rarick
July 2020

An Introduction to Numerical Methods for the Physical Sciences

Colm T. Whelan
July 2020

Nanotechnology Past and Present

Deb Newberry
June 2020

Introduction to Engineering Research

Wendy C. Crone
June 2020
iv

Theory of Electromagnetic Beams

John Lekner
April 2020

The Search for the Absolute: How Magic Became Science

Jeffrey H. Williams
March 2020

The Big Picture: The Universe in Five S.T.E.P.S.

John Beaver
January 2020

Relativistic Classical Mechanics and Electrodynamics

Martin Land and Lawrence P. Horwitz
December 2019

Generating Functions in Engineering and the Applied Sciences

Rajan Chattamvelli, Ramalingam Shanmugam
August 2019

Transformative Teaching: A Collection of Stories of Engineering Faculty’s Pedagogical Journeys

Nadia Kellam, Brooke Coley, and Audrey Boklage
May 2019

Ancient Hindu Science: Its Transmission and Impact on World Cultures

Alok Kumar
March 2019

Value Rational Engineering

Shuichi Fukuda
August 2018

Strategic Cost Fundamentals: for Designers, Engineers, Technologists, Estimators, Project Managers, and Financial
Analysts
Robert C. Creese
June 2018

Concise Introduction to Cement Chemistry and Manufacturing

Tadele Assefa Aragaw
April 2018

Data Mining and Market Intelligence: Implications for Decision Making

Mustapha Akinkunmi
April 2018

Empowering Professional Teaching in Engineering: Sustaining the Scholarship of Teaching

John Heywood
March 2018

The Human Side of Engineering

John Heywood
January 2017
 v

Geometric Programming for Design Equation Development and Cost/Profit Optimization (with illustrative case
study problems and solutions), Third Edition
Robert C. Creese
December 2016

Engineering Principles in Everyday Life for Non-Engineers

Saeed Benjamin Niku
February 2016

A, B, See... in 3D: A Workbook to Improve 3-D Visualization Skills

Dan G. Dimitriu
August 2015

The Captains of Energy: Systems Dynamics from an Energy Perspective

Vincent C. Prantil and Timothy Decker
February 2015

Lying by Approximation: The Truth about Finite Element Analysis

Vincent C. Prantil, Christopher Papadopoulos, and Paul D. Gessler
August 2013

Simplified Models for Assessing Heat and Mass Transfer in Evaporative Towers
Alessandra De Angelis, Onorio Saro, Giulio Lorenzini, Stefano D’Elia, and Marco Medici
July 2013

The Engineering Design Challenge: A Creative Process

Charles W. Dolan
March 2013

The Making of Green Engineers: Sustainable Development and the Hybrid Imagination
Andrew Jamison
March 2013

Crafting Your Research Future: A Guide to Successful Master’s and Ph.D. Degrees in Science & Engineering
Charles X. Ling and Qiang Yang
May 2012

Fundamentals of Engineering Economics and Decision Analysis

David L. Whitman and Ronald E. Terry
April 2012

A Little Book on Teaching: A Beginner’s Guide for Educators of Engineering and Applied Science
Steven F. Barrett
March 2012

Engineering Thermodynamics and 21st Century Energy Problems: A Textbook Companion for Student Engagement
Donna Riley
October 2011

MATLAB for Engineering and the Life Sciences

Joseph V. Tranquillo
July 2011
vi

Systems Engineering: Building Successful Systems

Howard Eisner
July 2011

Fin Shape Thermal Optimization Using Bejan’s Constructal Theory

Giulio Lorenzini, Simone Moretti, and Alessandra Conti
April 2011

Geometric Programming for Design and Cost Optimization (with illustrative case study problems and solutions),
Second Edition
Robert C. Creese
August 2010

Survive and Thrive: A Guide for Untenured Faculty

Wendy C. Crone
August 2010

Geometric Programming for Design and Cost Optimization (with Illustrative Case Study Problems and Solutions)
Robert C. Creese
2009

Style and Ethics of Communication in Science and Engineering

Jay D. Humphrey and Jeffrey W. Holmes
2008

Introduction to Engineering: A Starter’s Guide with Hands-On Analog Multimedia Explorations

Lina J. Karam and Naji Mounsef
2008

Introduction to Engineering: A Starter’s Guide with Hands-On Digital Multimedia and Robotics Explorations
Lina J. Karam, and Naji Mounsef
2008

CAD/CAM of Sculptured Surfaces on Multi-Axis NC Machine: The DG/K-Based Approach

Stephen P. Radzevich
2008

Tensor Properties of Solids, Part Two: Transport Properties of Solids

Richard F. Tinder
2007

Tensor Properties of Solids, Part One: Equilibrium Tensor Properties of Solids

Richard F. Tinder
2007

Essentials of Applied Mathematics for Scientists and Engineers

Robert G. Watts
2007

Project Management for Engineering Design

Charles Lessard, Joseph Lessard
2007
 vii

Relativistic Flight Mechanics and Space Travel

Richard F. Tinder
2006
Copyright © 2021 by Morgan & Claypool

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in
any form or by any means—electronic, mechanical, photocopy, recording, or any other except for brief quotations in printed reviews,
without the prior permission of the publisher.

Introduction to Engineering Design

Ann Saterbak and Matthew Wettergreen
www.morganclaypool.com

ISBN: 9781636391465 print

ISBN: 9781636391472 ebook
ISBN: 9781636391489 Hardcover

DOI 10.2200/S01095ED1V01Y202104EST016

A Publication in the Morgan & Claypool Publishers series

SYNTHESIS LECTURES ON ENGINEERING, SCIENCE, AND TECHNOLOGY, #16
Series Editor: Stuart Sabol, Power Engineering

Series ISSN: 2690-0300 Print 2690-0327 Electronic

Introduction to Engineering Design
Ann Saterbak
Duke University
Matthew Wettergreen
Rice Univerity

SYNTHESIS LECTURES ON ON ENGINEERING, SCIENCE, AND TECHNOLOGY #16

M
&C MORGAN & CLAYPOOL PUBLISHERS
x

ABSTRACT
Introduction to Engineering Design is a practical, straightforward workbook designed to systematize the often messy
process of designing solutions to open-ended problems.
From learning about the problem to prototyping a solution, this workbook guides developing engineers and
designers through the iterative steps of the engineering design process. Created in a freshman engineering design
course over ten years, this workbook has been refined to clearly guide students and teams to success. Together with a
series of instructional videos and short project examples, the workbook has space for teams to execute the engineer-
ing design process on a challenge of their choice. Designed for university students as well as motivated learners, the
workbook supports creative students as they tackle important problems.
Introduction to Engineering Design is designed for educators looking to use project-based engineering design
in their classroom.

KEYWORDS
engineering design, decision-making, project-based, teaming, flipped instruction, prototyping, communication
 xi

Contents
Acknowledgments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ������������������������� xiii

Step 0: Introduction to the Engineering Design Process . . . . . . . . . . . . . . . . . . . . . . . . �����������������������������1

Step 1: Clarify Team Assignment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . �����������������������������9

Step 2: Understand the Problem and Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ���������������������������21

Step 3: Define Design Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ���������������������������35

Step 3A: Establishing Objectives and Constraints . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Step 3B: User-Defined Scales. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Step 3C: Pairwise Comparison Chart. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Step 4: Brainstorm Solution Options. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ���������������������������61

Step 4A: Decomposition. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Step 4B: Brainstorming. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

Step 5: Evaluate Solutions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ���������������������������83

Step 5A: Pugh Screening. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Step 5B: Morph Chart. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Step 5C: Pugh Scoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

Step 6: Prototype Solution. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . �������������������������113

Step 6A: Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
Step 6B: Initial Prototyping. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
Step 6C: Refined Prototyping. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132

Step 7: Test Solution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . �������������������������143

Step 8: Finalize a Solution. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . �������������������������155

Appendix A: Using this Workbook. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . �������������������������165

Appendix B: Teaming. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . �������������������������171

Section B1: Team Orientation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
Section B2: Team Pit Stop. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
Section B3: Team Postmortem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182

Appendix C: Communication. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . �������������������������187

Section C1: Oral Presentation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188
Section C2: Technical Memos. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198

Appendix D: Project Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . �������������������������207

Section D1: Work Breakdown Structure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208
Section D2: Planning Tools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214

Authors’ Biographies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . �������������������������223

 xiii

Acknowledgments
The authors would like to thank faculty, staff, and students at Rice University and Duke University, specifically
Christina Rincon, Alex Nunez-Thompson, Horatia Fang, Zoe Roberts, Dr. Maria Oden, Dr. Marcie O’Malley, and
Dr. Sophia Santillan who helped prepare the materials. Others who have helped with this workbook include Dr.
Tracy Volz, Adam White, Mike Svat, Amber Muscarello, Dr. Liz Paley, and the members of Houston We Have
Coffee, Safe Soap, and IV Drip teams.
Thank you to all of the design teams over the years who have taken first-year design at Rice University and
Duke University and provided feedback on the material.
 1

CHAPTER 0

Step 0: Introduction to the Engineering

Design Process
Engineers develop comprehensive solutions to difficult problems by following a methodical process of thought, re-
search, and production. Although there are many versions of the engineering design process (EDP), they all contain
two main components: the design analysis stage and the solution stage. In the design analysis stage, engineers hold
meetings with clients and potential users to develop a conceptual understanding of the problem they are trying
to solve. They will then explore the problem through research, interviews, and site visits. In the solution stage, the
conceptual understanding is translated into a physical object or system for implementation. It is important to note
that the EDP is an iterative process, which means several steps repeat to achieve the best possible solution. The EDP
sequence is shown in Figure 0.1.

Design Analysis Stage Solution Stage

Clarify Team Assignment Brainstorm Solution Options

Understand Problem/Context
Evaluate Solutions

Define Design Criteria

Prototype Solution

Test Solution

Figure 0.1: Engineering design process.

By the end of this section, you should be equipped to:

• Identify the goals of each step in the EDP,

• Understand the role of the EDP in problem solving, and

• List key characteristics of the EDP.

Playlist

Watch this video playlist for an overview of the EDP. Learn what tasks correspond to each step, as well as charac-
teristics of the overall process.

Videos bit.ly/step0-introtoedp
2 STEP 0: INTRODUCTION TO THE ENGINEERING PROCESS

Video Notes

What are the two stages of the EDP? What is the purpose of each stage?

For each step of the EDP, list an example task in Table 0.1.

Table 0.1: Identifying tasks in the EDP

Step of EDP Example Task

Clarify Team Assignment

Understand Problem/Context

Define Design Criteria

Brainstorm Solution Options

Evaluate Solutions

Prototype Solution

Test Solution

Content Summary

The Role of Design in Engineering Practice

Engineering is the application of scientific knowledge to solve problems. Unlike scientific research that uncovers new
knowledge, engineering design is the assembly of existing knowledge to produce something that is new. Using the
EDP, engineers often produce physical objects, digital systems, or processes.
Engineers can be distinguished from other professionals by their ability to solve complex problems and im-
plement solutions in cost-effective and practical ways. This ability to face a problem, work through various thoughts
and abstract ideas, and then translate them into reality is what is so exciting about engineering. There are enough
differences between different flavors of engineering that they exist as separate fields: civil, biomedical, chemical,
mechanical, electrical, petroleum, environmental, aeronautical, computer, and more.
Engineers solve problems using a number of tools. One important tool is the EDP, which is the focus of this
workbook. This process can be applied to small, large, old, or new problems. The process is iterative and decision
based, meaning the steps can be applied many times to revise and solve large, world-wide, critically important issues.
 STEP 0: INTRODUCTION TO THE ENGINEERING PROCESS 3

Steps of the EDP

Engineering design is an iterative problem-solving process that creates solutions to meet client needs. A model for
this process is shown in Figure 0.1. The seven steps of the EDP are as follows:
1.  Clarify Team Assignment. Develop a clear understanding of the design challenge by having conversa-
tions with the client.

2.  Understand Problem/Context. Research the problem space by learning about the existing solutions,
relevant background, aspects that govern the problem, and business perspectives. This is achieved by
conducting research, talking with users and clients, and traveling to specific destinations.

3.  Define Design Criteria. Formally define design goals by pairing quantitative numbers to objectives and
constraints.

4.  Brainstorm Solution Options. Identify as many solution options as possible using a disciplined process
that allows team members to build off of each other’s ideas and think divergently.

5.  Evaluate Solutions. Reduce a large number of solution options down to a selected design solution.

6.  Prototype Solution. Detail the solution and build a CAD model, physical prototype, or computer pro-
gram. Iterate physical prototypes from low-cost, low-fidelity materials to high-fidelity materials that
resemble the solution.

7.  Test Solution. Test to see how the design solution meets the established design criteria.

Review Questions

1.  Engineering design is a(n) ____ process.

A. Streamlined

B. Iterative

C. Archaic

D. Linear

2.  The two main stages of the EDP are first: ____ and second: ____.

A. Design analysis stage; solution stage

B. Solution stage; design analysis stage

C. Brainstorm solution options stage; build prototype stage

D. Research problem stage; research solution stage

4 STEP 0: INTRODUCTION TO THE ENGINEERING PROCESS

3.  During the design analysis stage teams ____.

A. Immerse themselves in analyzing solution options

B. Immerse themselves in understanding the problem

C. Often rush

D. Both B and C

4.  Knowledge of the EDP allows you to ____.

A. Take on challenging projects

B. Work on a variety of projects in a variety of settings

C. Make informed decisions throughout your design project

D. All of the above

5.  Identify which step should replace the # 2 in the EDP diagram below.

Engineering Design Process

Design Analysis Stage Solution Stage

Clarify Team Assignment Brainstorm Solution Options

1
2

Define Design Criteria

3

A. Evaluate solutions

B. Test solution

C. Understand problem/context

D. Prototype solution
 STEP 0: INTRODUCTION TO THE ENGINEERING PROCESS 5

Exercise #1

Introduction
Individuals who work in large warehouses are responsible for scanning thousands of barcodes each day. Using stan-
dard, trigger-activated scanners can cause stenosing tenosynovitis or “trigger finger,” which can be painful and require
surgery to remove.
A new engineering team is tasked with designing a new scanner to prevent trigger finger entirely. The team
writes out everything they need to accomplish.
Task
Using your knowledge of the EDP, organize the engineering team’s notes into the steps of the EDP.

Develop a functioning prototype of Conduct research about UPC

the new UPC scanner. scanners and trigger finger, including
interviewing potential users.

Test our device with potential future

users for feedback.

Generate many possible solutions for

what the new UPC scanner could
Set quantitative goals and constraints look like and how it could work.
about what the new UPC scanner
must achieve.

Interview the client to better

undertand the scope of the project
and their ideal outcomes.
Select the best possible design for
the new UPC scanner based on all
generated ideas.
6 STEP 0: INTRODUCTION TO THE ENGINEERING PROCESS

Exercise #2

Introduction
Your team has been tasked with designing a new feeding device for children with musculoskeletal disorders. Some
patients with such disorders have a limited range of motion in their arms and hand, as well as limited gripping power.
More information on this project is given in Step 1: Clarify Team Assignment.
Task
Using your knowledge of the EDP, read the following scenarios and identify steps that the team skipped or executed
incorrectly. If a scenario begins in the middle of the EDP, assume that the previous steps were completed correctly.

1.  Your team reads the project prompt carefully and takes notes. Everyone then splits up the information
and begins to research the problem. Once the research has been documented and shared, the team sets
design criteria for their final design.

2.  After researching the design problem, the team begins to brainstorm solutions. Elements of solutions
that were identified while researching were incorporated into the brainstorming process.

3.  Once the team has chosen a final design solution, they build prototypes. The first prototype contains
parts made from a laser cutter and 3D printer. This initial prototype is then tested and evaluated against
the team’s design criteria.

4.  After brainstorming a wide selection of solutions, the team unanimously votes on a solution. They in-
form the client of their selection and begin to prototype the solution.

 
 STEP 0: INTRODUCTION TO THE ENGINEERING PROCESS 7

Applying This Step to Your Project

Using this workbook assumes that you are working alone or in a team to solve an open-ended design challenge. This
design challenge should be defined to some degree, either in a written document or a conversation. You should know
who the client for the problem is, what the solution needs to do, and some objectives for the solution to achieve.
Learning the EDP is more fun and efficacious when you have your own problem to tackle.
 9

CHAPTER 1

Step 1: Clarify Team Assignment

Clarifying the team assignment is the first step of the EDP (Figure 1.1). The goal of this step is to understand
the importance of the design challenge, through a client’s motivations, and the desired outcome from the project,
through a client’s expectations. By clarifying the assignment, a team can reach consensus about what a problem is
and why it needs to be solved. This information is used to write a clear problem statement.
Another key part of this step is distinguishing project features that need to be included for the user from
attributes desired by the client. This task involves analyzing the assumptions of the client. For example, an engineer-
ing team may be tasked with designing a cycling wheelchair for an athlete with cerebral palsy. While the athlete
(user) may prioritize the comfort of the seat, the client’s priority could be using simple materials to minimize overall
solution cost. In this step of the process, the engineer (designer) clarifies and balances these expectations, which will
drive the solution design.

Design Analysis Stage Solution Stage

Clarify Team Assignment Brainstorm Solution Options

Understand Problem/Context
Evaluate Solutions

Define Design Criteria

Prototype Solution

Test Solution

Figure 1.1: EDP: Step 1.

By the end of the section, you should be equipped to:

• Define the scope of a design problem,

• Recognize the importance of defining the problem to be solved,

• Differentiate between the involved parties of a project (user, client, designer),

• Effectively conduct a client interview, and

• Clearly state the problem to be solved.

Playlist

Watch the following video playlist to get an overview of the clarifying the team assignment step. Learn to distinguish
between the key stakeholders of a project, as well as how to conduct a client interview.

Videos bit.ly/step01-clarifyingteamassignment
10 STEP 1: CLARIFYING THE TEAM ASSIGNMENT

Video Notes

Define the following key terms.

• User-designer-client triangle:

• Problem statement:

What are the key distinctions between the participants in the EDP?

Describe differences between motivations, assumptions, and expectations.

Content Summary

The purpose of clarifying the team assignment is to define the scope of a project. Often, this culminates in a written
problem statement, which succinctly describes the problem that needs to be solved. Clear problem statements typi-
cally have a user, an action, and an outcome. Examples include:
• Individuals with disabilities need an easy and safe way to get around their community.

• Children with musculoskeletal disorders need a better way to feed themselves.

(Note that the examples state a need for a solution. “I want a new toothbrush” is not a problem statement.)
Before a designer can write a problem statement, they must identify the client’s motivations, assumptions,
and expectations. Client motivations to pursue a project are often varied. Some may be moved by a perceived need
or desire to solve a problem. Others may seek a new technology or a business opportunity. Although the designer
is responsible for actualizing a solution, clients often have assumptions about what the solution will look like in its
end stages. They may assume a final design’s features, cost, and aesthetics. Finally, expectations of the design team
vary with each client. Some clients may have stringent objectives, constraints, or functions, while others may leave
the designer with more freedom.
Teasing out a client’s motivations, assumptions, and expectations is best achieved during an in-person inter-
view. When brainstorming questions to ask during the client interview, keep in mind:
1.  Open-ended questions allow the client to elaborate, and

2.  The different points of the user-designer-client triangle (Figure 1.2).

 STEP 1: CLARIFYING THE TEAM ASSIGNMENT 11

The user-designer-client triangle (Figure 1.2) is a visual cue to remind the designers (engineers or engineering
students) that users (the individuals who will use the product or design) are not the same as the client (the individual
who brought the problem to the designer). In special cases, the client and the user may be the same person.

Designer

Client User

Figure 1.2: User-designer-client triangle.

Review Questions

1.  Clarifying the team assignment is the ____ step of the EDP.

A. 1st

B. 2nd

C. 3rd

D. 4th

2.  If you were tasked with developing a new syringe, who would be potential users?

A. Your team

B. A professor

C. Nurses

D. Medical device companies

3.  If you were tasked with developing a new syringe, who would be the client?

A. Your team

B. A professor

C. Nurses

D. Medical device companies

12 STEP 1: CLARIFYING THE TEAM ASSIGNMENT

4.  Which of the following is true of the designer?

A. The designer bears the primary responsibility for solving the engineering problem.

B. The designer is sometimes the same as the client.

C. The designer is often the same as the user.

D. The designer sponsors and funds the project.

5.  After completing the “Clarify team assignment” step, teams should ___.

A. Understand the purpose of the project

B. Understand the problem the project seeks to address

C. Understand the client’s desires and needs

D. All of the above

6.  A client’s ____ for a project may include the absence of existing solutions, a demonstrated need for a
device, new business opportunities, and the development of new technologies.

A. Wishes

B. Goals

C. Motivation

D. Potential ideas
 STEP 1: CLARIFYING THE TEAM ASSIGNMENT 13

Exercise #1

Introduction
Giraffes at the Zoo
There are numerous Masai giraffes that currently call the local zoo home. Giraffes are the tallest living animals; with
long necks, they reach plants high off the ground (Figure 1.3). They have a rich diet of leaves, hay, shrubs, twigs,
and even fruit. The Masai giraffes live primarily in Tanzania and southern Kenya, although other varieties are found
throughout Africa.
Enrichment Devices Stimulate Lives of Animals
Keeping animals in captivity entails adhering to regulations imposed by the United States Department of Agri-
culture (USDA). For zookeepers, it is a responsibility to cultivate a stimulating life for all animals in the facility.
This cultivation is achieved through enrichment activities, which are often devices that elicit natural behaviors and
challenge the strength and mental agility of the species. Enrichment items for giraffes on exhibit at the zoo are
currently limited.
Project Goal
The goal of this project is to create a hay feeder for giraffes at the zoo. This
device should also be an enrichment activity to help mentally stimulate the
giraffes on exhibit.
Desired Characteristics of Device
All additions to the zoo, including enrichment devices, must look natural and
mimic the existing habitat. Ideally, the device should be placed at the front of
the exhibit to draw the giraffes toward the visitors. The device must be sturdy
enough to withstand interaction with the giraffes. The device should also be
able to withstand all local weather conditions; it should be durable and last at
least 3 years. The device should be fun for the giraffes and engage them on a
regular basis. Cost is a consideration.
Figure 1.3: Masai giraffe.
14 STEP 1: CLARIFYING THE TEAM ASSIGNMENT

Task
Identify possible expectations of the client for the giraffe project at the zoo. You can underline direct phrases in the
project prompt.

Identify possible assumptions of the client. You can underline direct phrases in the project prompt.

After reading the prompt, the design team for the giraffe project summarized key objectives below. Using this infor-
mation, generate at least five key questions for the client interview.

Objective 1: The device must be durable.

Objective 2: The device should be engaging for the giraffes.

Objective 3: The device should look natural.

Questions:

 
 STEP 1: CLARIFYING THE TEAM ASSIGNMENT 15

Exercise #2

Introduction
Limited Motor Function in Children
Musculoskeletal disorders may affect individuals by limiting their range of motion of their arms and hands, as well as
their grip strengths. These limitations can have a great impact on everyday activities. Children may need assistance,
as their weak coordination and motor skills can make seemingly easy tasks very difficult to complete independently.
Need for Independence with Eating
An individual with a musculoskeletal disorder may need help to cut food, transfer food from the plate to the utensil,
raise the utensil with food to their mouth, and wipe their mouth afterward. When possible, therapists and parents
support children so they can develop the ability and confidence to independently feed themselves. Although there
are a variety of utensils, including spoons and forks, that have been proposed for children with other disabilities, few
are sufficient for children with more extensive musculoskeletal disorders. The available utensils require children to
have wide ranges of motion and require children to have enough gripping power to hold them.
Problem Statement
The goal of this project is to design a low-cost, comfortable, and efficient utensil for children with musculoskeletal
disorders.
Desired Characteristics of Utensil
The device should be able to assist a child with limited arm control and weak gripping strength to transfer food
effectively. The device should be durable and able to withstand daily use, as well as be lightweight and easy to grip.
Cost is also an important consideration for this device.
Task
Critique the following client interview questions and make suggested improvements as necessary. Rewrite poorly
constructed or closed-ended questions. What category fits the question most closely: motivations (M), expectations
(E), or assumptions (A)?
Category: M, E, A
1. Do normal spoons or forks spill frequently?

2. Should the eating utensil be light?

3. Should the utensil be made of metal?

4. Should children be able to eat from the device quickly?

5. Do you expect us to manufacture the device?

6. Who will use the utensil?

16 STEP 1: CLARIFYING THE TEAM ASSIGNMENT

Exercise #3

Task
Critique the following problem statements. Evaluate their strengths and weaknesses. Does each statement have an
action and an outcome?
1.  The zoo needs a way to release food to animals periodically throughout the day.

2.  Students need an app to find tools and materials in their makerspace.

3.  It is difficult to find IV lines on a patient at night.

4.  Students want to see which parking spaces are available when driving to school.
 STEP 1: CLARIFYING THE TEAM ASSIGNMENT 17

Applying This Step to Your Project

Task: Orient to the Project
Learn about your project by (re)reading the project description or refreshing your memory. You should tentatively
be able to briefly state the problem that needs to be solved.
Task: Prepare for the Interview
Generate a list of questions for your client interview on the page entitled Client Interview Questions. At a minimum,
the following topics need to be covered.
• Details on what is driving the design request. Why is the design needed? What is the problem that
needs to be solved?

• What is currently used? What are the limitations? If nothing is available, why?

• Who will use the new design?

• How will the design be used?

• What characteristics are important in a new design? What are necessary or mandatory characteristics?
What are some desired features?

• Logistical questions, including contact information of project sponsor(s).

Confirm that the questions are inclusive of what is needed to complete the client interview. Type up or neatly rewrite
the questions for the interview. Order the questions so that there is some logical flow to the conversation. If possible,
make copies of the questions for all team members before the interview.
Task: Conduct the Interview
Conduct a professional interview. Remember to NOT ask the client for their “solution.” Also, don’t postulate your pos-
sible solution ideas during the interview! One or two (but not all) team members should take notes. This can be done on
the page entitled Client Interview Notes. All members should be active listeners during the interview. The best practice
is to open the interview by asking the client to restate the problem and close by asking for their contact information.
Task: Summarize the Project Goals
Reflect on the information obtained during the client interview. Your team should be able to clearly identify the
problem and motivation, the user(s), and other key project information. Complete the page entitled Project Summary.
18 STEP 1: CLARIFYING THE TEAM ASSIGNMENT

Client Interview Questions

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.
 STEP 1: CLARIFYING THE TEAM ASSIGNMENT 19

Client Interview Notes

 
20 STEP 1: CLARIFYING THE TEAM ASSIGNMENT

Project Summary

What problem are you trying to solve? What is the unmet need or unique opportunity?

Why is this problem important?

Who is the user? Who will be using the solution?

Who will be working on this project? Include project members and contact information.

Who is the client? Include contact information.

 21

CHAPTER 2

Step 2: Understand the Problem and Context

Understanding the problem and context is the second step of the EDP (Figure 2.1). Having in-depth knowledge
about the entire problem space allows teams to make research-based, justifiable decisions. This step involves pro-
ducing a need-to-know list for a specific project and conducting a comprehensive literature review. For example, if
an engineer was attempting to develop a giraffe feeder, they would need to know what a giraffe eats, how much a
giraffe eats, and the method by which a giraffe eats. By recording this need-to-know list, the engineer can then turn
to literature from zoologists who have studied giraffes to answer these questions.
It is important to complete this research in order to select meaningful design criteria and generate a breadth
of brainstormed ideas. However, it should be noted that research is also iterative; an engineer may need to revisit and
revise their need-to-know list regularly throughout the entire design process.

Design Analysis Stage Solution Stage

Clarify Team Assignment Brainstorm Solution Options

Understand Problem/Context
Evaluate Solutions

Define Design Criteria

Prototype Solution

Test Solution

Figure 2.1: EDP: Step 2.

By the end of the section, you should be equipped to:

• Explain a method to organize and categorize the research foci for a problem space,

• Generate an in-depth need-to-know list for research beyond surface-level information,

• Conduct extensive research, focusing on reliable, peer-reviewed sources, and

• Summarize key findings from research.

Playlist

Watch the following video playlist to get an overview about understanding your design problem and its context.
Learn how to categorize the problem space to obtain informative and relevant research.

Videos bit.ly/Step02-understandingtheproblemandcontext
22 STEP 2: UNDERSTANDING THE PROBLEM AND CONTEXT

Video Notes

Define the following key terms.

• Need-to-know list:

• Problem context:

• Peer-reviewed:
What are the four subcategories of the problem space?

What is the key difference between a deep and a shallow dive during research?

List at least two examples in each of the subcategories for the water bottle project in Table 2.1.

Table 2.1: Water bottle project problem space

Subcategory Examples
 STEP 2: UNDERSTANDING THE PROBLEM AND CONTEXT 23

Content Summary

The purpose of understanding the problem and context is to take a deep dive into the problem space, with the goal of
fully understanding your problem. Your team needs to gather and study information relevant to your project. Figure
2.2 provides a range of topics to explore. Details on these topics are given in Table 2.2.
Your team may need to consult with your client again after completing the research. Make sure to utilize good
research techniques, such as using peer-reviewed sources.
Limitations
Existing Solutions
Governs the
Problem Standards
Historical Solutions
Exploration of Regulations
Similar Problems Existing Solutions
Similar Solutions

Analogous Solutions Problem Context

Business Model

Cost of Final Project

Domain
Business Manufacturing
History Perspective Considerations
Problem Breakdown Background Sales Strategy
Principles Patents
User Persona

Figure 2.2: Problem space.