Teaching Chapter 14: Prototyping
Timing
As with several of the book chapters, the students would benefit from a discussion of prototyping early in the course. This way they could apply the material to their own prototyping efforts for their projects. However, given that the basic activities in concept development take up most of the first weeks of the course, we find that prototyping often does not fit until the second half of the course. This works fine, especially because the students can discuss the experiences they have already had.
Objectives and Strategy
The primary goal of this session is to provide a conceptual framework for thinking about prototyping in the context of product development. It is especially important that the students learn to think of prototyping as a problem solving activity and to broaden their concept of a prototype from comprehensive physical prototypes to focused and/or analytical prototypes.
Because we assume the students have read the text chapter, we do not simply summarize the material in the book. Rather, we quickly review it using real examples wherever possible. Then, we discuss additional issues related to prototyping. One of the topics we like to discuss is the so-called rapid prototyping technologies such as stereolithography. Another topic which would fit well here is computer-aided design (CAD). For courses with a strong engineering focus, this session could include a discussion of testing methods or experimental design.
This session could also be focused on the practical issues associated with creating prototypes for course projects. We have used such a session to talk about materials (e.g., balsafoam), finishing techniques, and procuring materials from local suppliers.
Session Outline
Review of chapter material using props.
The two major points to review are the purposes of prototypes and the types of prototypes. A good way to conduct this review is to use actual prototypes as props. The props for this discussion can be provided by the instructor, if he/she has access to a product development organization that is willing to share artifacts or slides representing the prototyping activities of a product development team. Otherwise, the instructor can ask students to bring to class some of the prototypes they have used in their projects and/or describe them from memory.
For each example, someone can suggest why it was built and whether it is physical or analytical, focused or comprehensive. The examples provided by the instructor or by the students can then be positioned graphically on the two-dimensional plot that appears as Exhibit 3 in Chapter 11.
Additional topics
The balance of the session will depend on the instructor’s preferences. When we have held an entire session on prototyping, we have discussed rapid prototyping technologies and/or CAD.
Good videotapes of CAD and rapid prototyping are available from the technology suppliers (CAD: Parametric Technologies, SDRC, Alias, etc.; Rapid Prototyping: 3D Systems, DTM Corporation, Stratasys, etc.) The videos are an effective way of exposing students to the technologies quickly.
Props
Examples of real prototypes from a product development effort.
Examples of prototypes provided by the students from their projects.
Videotapes of prototyping technologies, CAD, or other topics covered in the session.
In-Class Exercise
None.
Supplemental Reading
The instructor may wish to have the students read a summary article on CAD or rapid prototyping technologies if these will be discussed in this session.
As with several of the book chapters, the students would benefit from a discussion of prototyping early in the course. This way they could apply the material to their own prototyping efforts for their projects. However, given that the basic activities in concept development take up most of the first weeks of the course, we find that prototyping often does not fit until the second half of the course. This works fine, especially because the students can discuss the experiences they have already had.
Objectives and Strategy
The primary goal of this session is to provide a conceptual framework for thinking about prototyping in the context of product development. It is especially important that the students learn to think of prototyping as a problem solving activity and to broaden their concept of a prototype from comprehensive physical prototypes to focused and/or analytical prototypes.
Because we assume the students have read the text chapter, we do not simply summarize the material in the book. Rather, we quickly review it using real examples wherever possible. Then, we discuss additional issues related to prototyping. One of the topics we like to discuss is the so-called rapid prototyping technologies such as stereolithography. Another topic which would fit well here is computer-aided design (CAD). For courses with a strong engineering focus, this session could include a discussion of testing methods or experimental design.
This session could also be focused on the practical issues associated with creating prototypes for course projects. We have used such a session to talk about materials (e.g., balsafoam), finishing techniques, and procuring materials from local suppliers.
Session Outline
Review of chapter material using props.
The two major points to review are the purposes of prototypes and the types of prototypes. A good way to conduct this review is to use actual prototypes as props. The props for this discussion can be provided by the instructor, if he/she has access to a product development organization that is willing to share artifacts or slides representing the prototyping activities of a product development team. Otherwise, the instructor can ask students to bring to class some of the prototypes they have used in their projects and/or describe them from memory.
For each example, someone can suggest why it was built and whether it is physical or analytical, focused or comprehensive. The examples provided by the instructor or by the students can then be positioned graphically on the two-dimensional plot that appears as Exhibit 3 in Chapter 11.
Additional topics
The balance of the session will depend on the instructor’s preferences. When we have held an entire session on prototyping, we have discussed rapid prototyping technologies and/or CAD.
Good videotapes of CAD and rapid prototyping are available from the technology suppliers (CAD: Parametric Technologies, SDRC, Alias, etc.; Rapid Prototyping: 3D Systems, DTM Corporation, Stratasys, etc.) The videos are an effective way of exposing students to the technologies quickly.
Props
Examples of real prototypes from a product development effort.
Examples of prototypes provided by the students from their projects.
Videotapes of prototyping technologies, CAD, or other topics covered in the session.
In-Class Exercise
None.
Supplemental Reading
The instructor may wish to have the students read a summary article on CAD or rapid prototyping technologies if these will be discussed in this session.