1. Deep Dive and Writing a Design Brief

2. Learning Objectives
Be able to summarize how the design process worked in the ‘Deep Dive’ video.
Be able to create a Design Brief.
Process:
Watch the Deep Dive video and take notes
As a class discuss the video
Take notes on the class presentation on Writing a Design Brief
Create a design brief.

3. Do you really need a design brief?
Starting a project without one would be a bit like proceeding to build a house without a blueprint.
Although it may be possible to do, you may finish the house and then realize that you should have put your door elsewhere.
Or you might have to spend valuable time and resources to tear up the newly-finished hardwood floor to run the water lines to the downstairs bathroom which you had not been informed about earlier
So yes, it is important.

4. Writing a Design Brief
People are constantly surrounded by objects that compete for their attention.
What were the designers thinking when they created these objects? What purposes do their creations serve, and what problems do they address?

5. contains cartoon images
Writing a Design Brief
Introduction to Engineering Design
Unit 3 – Lesson 3.4 – Product Improvement By Design
Question #1:
What are the features of the product?
made from plastic
contains cartoon images
movable
multi-colored
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Copyright 2006

6. Musical tones Question #1: What are the features of the product?
Writing a Design Brief
Introduction to Engineering Design
Unit 3 – Lesson 3.4 – Product Improvement By Design
Question #1:
What are the features of the product?
Musical
tones
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Copyright 2006

7. sequential alphabet wheel
Writing a Design Brief
Introduction to Engineering Design
Unit 3 – Lesson 3.4 – Product Improvement By Design
Question #1:
What are the features of the product?
sequential alphabet wheel
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8. simple shapes wheel Question #1: What are the features of the product?
Writing a Design Brief
Introduction to Engineering Design
Unit 3 – Lesson 3.4 – Product Improvement By Design
Question #1:
What are the features of the product?
simple shapes wheel
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Copyright 2006

9. numbers Question #1: What are the features of the product?
Writing a Design Brief
Introduction to Engineering Design
Unit 3 – Lesson 3.4 – Product Improvement By Design
Question #1:
What are the features of the product?
numbers
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Copyright 2006

10. castors Question #1: What are the features of the product?
Writing a Design Brief
Introduction to Engineering Design
Unit 3 – Lesson 3.4 – Product Improvement By Design
Question #1:
What are the features of the product?
castors
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Copyright 2006

11. foldable rear legs Question #1: What are the features of the product?
Writing a Design Brief
Introduction to Engineering Design
Unit 3 – Lesson 3.4 – Product Improvement By Design
Question #1:
What are the features of the product?
foldable rear legs
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Copyright 2006

12. grab bar Question #1: What are the features of the product?
Writing a Design Brief
Introduction to Engineering Design
Unit 3 – Lesson 3.4 – Product Improvement By Design
Question #1:
What are the features of the product?
grab bar
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13. Question #2:
What purpose does the product serve?

14. Writing a Design Brief
Introduction to Engineering Design
Unit 3 – Lesson 3.4 – Product Improvement By Design
Question #2:
What purpose does the product serve?
An infant might use the toy as a learning/play-center. The product also appears to convert into a walker, and might be used to help a toddler balance upright as he/she begins to walk. Therefore, the product may be a combination play-center/walker.
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15. Question #3: Children need to prepare for school.
Writing a Design Brief
Introduction to Engineering Design
Unit 3 – Lesson 3.4 – Product Improvement By Design
Question #3:
What issues might the product address?
Children need to prepare for school.
Parents need toys to keep their children occupied.
Children quickly outgrow their toys.
Children need toys to help them develop their cognitive abilities and fine motor skills.
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16. Question #4: What might the design brief look like?
Writing a Design Brief
Introduction to Engineering Design
Unit 3 – Lesson 3.4 – Product Improvement By Design
Question #4:
What might the design brief look like?
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Copyright 2006

17. Client / End User / Target Consumer Problem Statement Design Statement
Writing a Design Brief
Introduction to Engineering Design
Unit 3 – Lesson 3.4 – Product Improvement By Design
Question #4:
What might the design brief look like?
Client / End User / Target Consumer
Problem Statement
Design Statement
Constraints
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Copyright 2006

18. Client / End User / Target Consumer Problem Statement Design Statement
Writing a Design Brief
Introduction to Engineering Design
Unit 3 – Lesson 3.4 – Product Improvement By Design
Question #4:
What might the design brief look like?
Client / End User / Target Consumer
Problem Statement
Design Statement
Constraints
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Copyright 2006

19. Who was the Target Consumer?
Writing a Design Brief
Introduction to Engineering Design
Unit 3 – Lesson 3.4 – Product Improvement By Design
Who might the Client be?
A large toy manufacturer, such as Playskool™, Fisher Price™, Leap Frog™, etc.
Who was the Target Consumer?
Obviously, a child is the end user, but a person (parent, family member, or family friend) considering the purchase of an educational toy for an infant or toddler would be the target consumer.
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20. Organizing this information into a Design Brief

21. The Client Writing a Design Brief Introduction to Engineering Design
Unit 3 – Lesson 3.4 – Product Improvement By Design
The Client
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22. Writing a Design Brief
Introduction to Engineering Design
Unit 3 – Lesson 3.4 – Product Improvement By Design
Target Consumer
Often the target consumer and the client are one in the same.
Since it is very difficult to know who the actual designer was, that portion has been omitted for this example.
Note:
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23. Client / End User / Target Consumer Problem Statement Design Statement
Writing a Design Brief
Introduction to Engineering Design
Unit 3 – Lesson 3.4 – Product Improvement By Design
Question #4:
What might the design brief look like?
Client / End User / Target Consumer
Problem Statement
Design Statement
Constraints
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Copyright 2006

24. What could the Problem Statement have looked like?
Writing a Design Brief
Introduction to Engineering Design
Unit 3 – Lesson 3.4 – Product Improvement By Design
What could the Problem Statement have looked like?
Most parents expect their children to be able to walk, talk, sing, count and recite the alphabet before entering elementary school. A growing expectation is that infants and toddlers will develop cognitive abilities and fine motor skills during the first three years of life.
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25. Problem Statement Writing a Design Brief
Introduction to Engineering Design
Unit 3 – Lesson 3.4 – Product Improvement By Design
Problem Statement
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26. Client / End User / Target Consumer Problem Statement Design Statement
Writing a Design Brief
Introduction to Engineering Design
Unit 3 – Lesson 3.4 – Product Improvement By Design
Question #4:
What might the design brief look like?
Client / End User / Target Consumer
Problem Statement
Design Statement
Constraints
Project Lead The Way®
Copyright 2006

27. What could the Design Statement have looked like?
Writing a Design Brief
Introduction to Engineering Design
Unit 3 – Lesson 3.4 – Product Improvement By Design
What could the Design Statement have looked like?
Design, market, test, and mass produce a multi-function educational toy that is an infant activity center and a toddler walking aid.
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28. Design Statement Defines ‘Done’. Writing a Design Brief
Introduction to Engineering Design
Unit 3 – Lesson 3.4 – Product Improvement By Design
Design Statement
Defines ‘Done’.
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29. Client / End User / Target Consumer Problem Statement Design Statement
Writing a Design Brief
Introduction to Engineering Design
Unit 3 – Lesson 3.4 – Product Improvement By Design
Question #4:
What might the design brief look like?
Client / End User / Target Consumer
Problem Statement
Design Statement
Constraints
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Copyright 2006

30. What might the Constraints have been?
Writing a Design Brief
Introduction to Engineering Design
Unit 3 – Lesson 3.4 – Product Improvement By Design
What might the Constraints have been?
Easy to assemble
Visually stimulating to a child
Contains multiple shapes, numbers and letters
Plays music
Complies with all applicable health and safety codes
Easy to clean
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31. What might the Constraints have been?
Writing a Design Brief
Introduction to Engineering Design
Unit 3 – Lesson 3.4 – Product Improvement By Design
What might the Constraints have been?
Easy to configure to infant or toddler mode
Weighs less than 4 lb
Retail price less than $20
Parts are primarily injection moldings
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32. Constraints Design limits and Goals. Writing a Design Brief
Introduction to Engineering Design
Unit 3 – Lesson 3.4 – Product Improvement By Design
Constraints
Design limits and Goals.
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33. To Do… Complete the design brief, but for the Shopping Cart
Complete the Questions on the back of the design brief and turn in.
3+ Complete sentence answers
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