Electronic Game/Toy Invention Capstone project for 2012/2013 Northeastern University CAPSULE class

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Electronic Game/Toy Invention Capstone project
for 2012/2013 Northeastern University CAPSULE
class

• Diane BrancazioBelmont High Schooldbrancazio_at_bel
  mont.k12.ma.us

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• My Goal / Objective
• I will develop an academic experience where
  students combine knowledge of electronics with
  skills in Engineering Design in a capstone
  project. The project involves the design,
  creation, and presentation of an electronic
  game.

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Student Goal Design an Electronic Game/Toy,
build a functioning prototype, and present to a
panel of experts from a toy company

• Students will have already learned/practiced
• the Engineering Design Process (EDP)
• Basic electronics using a variety of switches,
  motors, buzzers, lights, transistors, and simple
  IC chips

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ImplementationPart 1 EDP steps 1-4

• The first 4 steps are done in the Fall semester,
  right after a project that followed the EDP
• Step 1 Identify a Problem Teacher presents the
  RFP from a fictitious toy company
• Step 2 Research and Investigate Students
  investigate existing products both with and
  without electronics, and do market research on
  games/toys that incorporate electronics
• Step 3 Develop several solutions Student
  brainstorm ideas and create draft proposals
• Step 4 Select the best solution Students review
  each others proposals and come up with a final
  draft proposal to submit. The teacher creates a
  decision matrix to evaluate and compare their
  ideas. The class reviews this analysis and the
  final ideas are selected.

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ImplementationPart 2 EDP steps 5-8

• The last 4 steps are done in the Spring semester,
  right after 3 weeks on Electronics (many devices
  and circuits)
• Step 5 Create a prototype Students create a
  simple prototype showing where parts will go.
  They then create a detailed plan including an
  overall drawing, circuit schematics, and a
  materials list for the final model.
• Step 6 Communicate the Solution Students create
  a functioning prototype. Students demonstrate the
  prototype and pitch the product to a panel of
  professionals
• Step 7 Test and Evaluate Students evaluate
  product performance against the project goals.
• Step 8 Redesign Students propose redesign
  features in a final reflection.

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Tricked-Out Toys, Inc. entertainment for the
21st Century! Request for Proposals
EDP STEP 1

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• Tricked-Out Toys, Inc. creates toys and games
  that provide hours of flashy fun and electronic
  excitement for toy and game players of all ages.
  We are looking to expand our offerings to include
  new toys and games that add freshness to old
  stand-bys and create the new favorites for the
  next generation.
• At a minimum, toys and games should include 2
  interactive elements for the user to control and
  2 electronic elements that make the game fun and
  exciting. The toy/game should be powered by
  battery power between 3V and 9V using standard
  size batteries.
•  
•  

• Electronic elements
• Light Lamps, LEDs, on/off, flashing, running,
  etc.
• Motion DC motor, solenoid, linear actuator,
  fans, etc.
• Sound Tones, Buzzers, Chirps, sirens, etc.

• Control elements
• Mechanical switches,
• photocells
• Magnetic switches
• etcetera

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Request for Proposals Detailed Specifications
for Proposals and Constraints
EDP STEP 1

• Proposals must include
• Description of major features and explanation of
  play
• Circuit schematic
• Labeled Drawing of toy/game in orthogonal or
  isometric views
• Functioning model of toy/game using prototype
  materials
• Marketing Plan including the target user, price,
  distribution channel
• A summary of the attractive features and the
  technical challenges
•  

• Constraints
• must be different enough from existing products
• made of safe materials, and not produce sparks,
  flame, or dangerous gases.
• must not offend or insult a culture, religion,
  etc
• Other constraints may be added based on current
  social/economic/political events.

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Research existing products with electronics
EDP STEP 2
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Investigate existing products with and without
electronics
EDP STEP 2

• Use toys in class to boost creativity and as
  starting points for ideas

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Investigate existing products with and without
electronics
EDP STEP 2
Add lights and sound effects for baskets and
misses Keep score
Electronic cards Make the game move while you
play
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Develop several solutions Student brainstorm
ideas and create draft proposals
EDP STEP 3

• Include ALL ideas!
• Review with others in table groups to see if
  ideas meets the specifications for project

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Develop several solutions Student brainstorm
ideas and create draft proposals
EDP STEP 3

• When students explain their ideas to
  classmates they all get new ideas.

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Student create Final Draft proposals
EDP STEP 3
Clashing Blades

• Graded on whether proposal has all required
  components, then evaluated on feasibility of
  idea.

Score
Electronics 4
Game 4
Novelty 4
Appropriate 4
Safety 4
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Student create Final Draft proposals
EDP STEP 3
Wall Ball
Score
Electronics 3
Game 2
Novelty 4
Appropriate 5
Safety 5
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Student create Final Draft proposals
EDP STEP 3
Mr. Potato Hero
Score
Electronics 5
Game 5
Novelty 5
Appropriate 5
Safety 5
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Student create Final Draft proposals
EDP STEP 3
Basketball 10K
Score
Electronics 4
Game 4
Novelty 5
Appropriate 5
Safety 5
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Select the best solution The teacher creates a
decision matrix to evaluate and compare their
ideas. The class reviews this analysis and final
ideas are selected.
EDP STEP 4
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Project Break

• Students do several building projects using a
  variety of tools, materials, and fasteners.
• Students follow the EDP once more on the Battling
  Robots project.
• Students learn basic electronics including
  circuit schematics, electronic devices (e.g.
  switches, LEDs, motors, buzzers, transistors,
  ICs), and build circuits on protoboards.
• Teacher researches circuits and materials and
  buys materials appropriate for the various
  games/toys

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Create a prototype Students create a simple
prototype showing where parts will go. They then
create a detailed plan including an overall
drawing, circuit schematics, and a materials list
for the final model.
EDP STEP 5

• Simple prototype may be non-functioning cardboard
  model
• Planning Step is not specified in the EDP, but
  easily falls here after simple prototype.

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Communicate the Solution Students create a
functioning prototype. Students demonstrate the
prototype and pitch the product to a panel of
professionals
EDP STEP 6

• Show sample models from previous projects
• Teach students about presentations
• Reality TV such as Shark Tank
• Presentation tips/skills from D-School at
  Stanford
• Invite a panel of professionals from the Design
  and Engineering fields to see student
  presentations and give feedback

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Test and Evaluate Students evaluate product
performance against the project goals.
EDP STEP 7

• Students will evaluate their model in terms of
• Electrical performance
• Mechanical performance
• Looks
• User interface
• Plays as intended
• For each topic, they explain what did not work as
  intended or why it is perfect

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Test and Evaluate Students evaluate product
performance against the project goals.
EDP STEP 7

• Students will evaluate their own performance and
  reflect on the following
• Ability to frame a problem, work through it, and
  get to a solution they are satisfied with
• Use of the Engineering Design Process
• Growth in Creativity and Problem-Solving
• Skills in Electrical Fabrication and Mechanical
  Fabrication
• Skills in creating a Presentation and Presenting

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Redesign Students propose redesign features in a
final reflection.
EDP STEP 8

• Students will propose and explain revisions for
  their products
• Students will propose revisions to the project

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Electronic Game/Toy Invention Capstone project
for 2012/2013 Northeastern University CAPSULE
class

• Diane BrancazioBelmont High Schooldbrancazio_at_bel
  mont.k12.ma.us