1. Writing a Design Brief
Introduction to Engineering Design
Unit 3 – Lesson 3.4 – Product Improvement By Design
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2. Writing a Design Brief
Introduction to Engineering Design
Unit 3 – Lesson 3.4 – Product Improvement By Design
Writing a
Design Brief
The purpose of this PowerPoint is to show an example of what you should expect from your students
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3. Writing a Design Brief
Introduction to Engineering Design
Unit 3 – Lesson 3.4 – Product Improvement By Design
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?
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4. 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?
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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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6. 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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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. 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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9. 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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10. 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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11. 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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12. 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?
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?
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14. Question #2: What purpose does the product serve?
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: What issues might the product address?
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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17. 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?
Client/End User/Target Consumer
Problem Statement
Design Statement
Constraints
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18. 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?
Client/End User/Target Consumer
Problem Statement
Design Statement
Constraints
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Copyright 2006

19. Who was 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 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. 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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21. 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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22. 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?
Client/End User/Target Consumer
Problem Statement
Design Statement
Constraints
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Copyright 2006

23. 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 their ABC’s before they enter elementary school.
A growing demand is being placed on infants and toddlers to develop their cognitive abilities and fine motor skills during the first three years of life.
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24. 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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25. 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?
Client/End User/Target Consumer
Problem Statement
Design Statement
Constraints
Project Lead The Way®
Copyright 2006

26. 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-use educational toy that serves as an infant activity center, and a toddler’s walking aid.
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27. Design Statement Writing a Design Brief
Introduction to Engineering Design
Unit 3 – Lesson 3.4 – Product Improvement By Design
Design Statement
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28. 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?
Client/End User/Target Consumer
Problem Statement
Design Statement
Constraints
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Copyright 2006

29. 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?
Is easy to assemble.
Is visually stimulating to a child.
Contains multiple shapes, numbers and letters.
Plays music.
Meets all health and safety codes.
Is easy to clean.
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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?
Is easily transformable from infant mode to toddler mode.
Weighs less than 4 lbs.
Costs under $20 to purchase.
Uses primarily injection molded parts.
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31. Constraints Writing a Design Brief Introduction to Engineering Design
Unit 3 – Lesson 3.4 – Product Improvement By Design
Constraints
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