Morphological AnalysisOverall function: Design an educational toy or station where children learn about the benefits of using less water.Sub-functionsMeansEntertain ChildrenToyGameHumorEducate children about conserving waterRestrict/limit water flowVisually represent their water useDirectly relate water conservation to their lifeImplementing in classroomMultiple small devicesOne product used by manyDurabilityMade of hard material (e.g. plastic)Only operated by teacherDirectly supervised each useENGR 131 – Fall 2013 No Impact Children (NIC)DUE Date: 10A – Oct. 22 Section 005, Team # ___18___Milestone 2 (M2): Concept GenerationThis Milestone is due at the same time as Homework10A, but will be submitted in AssignmentDropbox HW10_Milestone2. Bring a printed copy of M2 in your Design Notebook to Class 10A.The objective of Milestone 2 is for teams to use concept generation strategies to generate solution ideas while keeping in mind the context of the problem/need, the team’s goal of their project, and the stakeholders’ needs, criteria, and constraints. For this milestone, teams will generate solution ideas and assess whether these ideas will achieve their goals. Teams will recordtheir responses to these questions in the Design Worksheet (attached). Save this completed Milestone 2 document as M2_teamnum.docA. M1 IterationRevise your Milestone 1 document based on the feedback you received from the InstructionalTeam. Document major changes in table provided including section, change, and rationale forchange. B. Concept GenerationUsing at least 3 different concept generation strategies covered in this course (i.e., morphological analysis*, prior art, rapid prototyping, brainstorming, etc.) generate at least 8 solution ideas. Describe how the concept generation strategies supported this process. *Each team must complete and include in this milestone a morphological analysis chart.C. Concept ModelingBegin modeling the solution ideas you generated. Create sketches, images, simple paper prototypes, etc. to describe or demonstrate how each solution (or components of the solution)functions. Explain how the solution ideas address the current problem statement (e.g., needs, stakeholders, goals, criteria, constraints). Describe how concept modeling provided evidence that some solution ideas address particular issues from the problem statement better or worse than other solution ideas.D. ReferencesCite all sources you referenced for your work on this Milestone in APA format. This is how you would cite your observation as a source from team member Morgan Hynes (M. Hynes, observation, October 15, 2013). Observations are not included in the final Reference list, but you should include them in this section for M2 if you have completed any observations.E. Individual ContributionWhat did each team member specifically contribute to M2?Deliverable1. Save this completed Milestone 2 document as M2_ teamnum2. Print out a hard copy of this completed Milestone 2 document, place it in your Team Project Binder.3. Submit an electronic copy to your instructor’s Bb Assignment Drop Box HW10_Milestone1 before the start of Class 10A.Hynes, October 2013 pg. 1 M2 – Concept GenerationENGR 131 – Fall 2013 No Impact Children (NIC)DESIGN WORKSHEET – Team #_____18__A. Describe the changes your team made to Milestone 1. You must describe at least three changes in detail; however, the expectation is that you are addressing all the feedback and continually revise this Milestone 1 document as you progress through the project.M1 SectionChanges made or description of changes made Rationale for changes madeA Included sources for information about freshwater available on EarthSources need to be cited to give creditC Added an additional stakeholder (future generations)Realized that the future population of Earth is also a stakeholder and needs to be consideredD Identified more realistic problems that might arise, listed specific environmental hazards (i.e. air pollution and habitat destruction), removed possibility of product failure, and electrical short circuiting. Our problems needed to be more specific and better address the possible issues that are likely to come upF Elaborated much more on why exactly this problem is complex, not just generally what is complex about itOnly included 2 overall topics of complexity at first,not reasons why.J Specified tasks completed by each team member It was more descriptive to include where each team member excelled in contributing as opposed to the sections that they “generated ideas” for.B. Concept Generation. Describe and document at least three concept generation strategies (i.e., morphological analysis*, prior art, rapid prototyping, brainstorming, etc.) your team used to generate at least 8 solution ideas. Morphological AnalysisOverall function: Design an educational toy or station where children learn about the benefits of using less water.Sub-functions MeansHynes, October 2013 pg. 2 M2 – Concept GenerationENGR 131 – Fall 2013 No Impact Children (NIC)Entertain ChildrenToy Game HumorEducate children about conserving waterRestrict/limitwater flowVisually represent their water useDirectly relate water conservation to their lifeImplementingin classroomMultiple small devicesOne product used by manyDurability Made of hard material(e.g. plastic)Only operated by teacherDirectly supervised each useNote: This chart is just to get you started. You should add rows to fit your needs. Strategy Two: BrainstormingA toy for each childA board game for groupsDevice that attaches to sink and restricts water flowDevice next to sink that reminds kids about water conservation (maybe has jokes, pretty colors)DurableSomething that plays a song while they wash their hands to give them a time limitIncludes lights for visual cluesHas a tank that shows water useShows them how their life would be without waterDirectly relates their water usage to the resources we have on planet and who is using them (fish maybe, african village lacking water, etc.)Adaptable so it can be used anywhereProvides facts about our limited freshwaterStrategy Three: Rapid PrototypingA) A fishtank:-sits by the sink, hooked up to the water-as child washes hand, the water drains out of the tank-small and easily portable; can be adapted to any sinkHynes, October 2013 pg. 3 M2 – Concept GenerationENGR 131 – Fall 2013 No Impact Children (NIC)-has a fake fish in it (or Spongebob with his pineapple!) so child can see that