Defining the Client’s Design ProblemWant vs. GetMeans To Define The ProblemBuilding Objectives Tree – When & How?Revising Project StatementsProject Statement for the Danbury Arm SupportQuestions regarding the Project StatementObjectives Tree 1 for the Danbury Arm Support ProjectObjectives List 2 for the Danbury Arm Support ProjectSetting PrioritiesPCCConstraintsMeasuring AchievementDeveloping MetricsCharacteristics Of Good MetricsRevised Project Statement 1 for the Danbury Arm SupportRevised Project Statement 2 for the Danbury Arm SupportYour TurnToday’s Guest SpeakerDefining the Client’s Design ProblemProduct Definition Process includes:Translate and clarify client’s wantsIdentify limits – what can’t client have?Order client’s wantsWant vs. GetWhat customer wantsDesignWhat customer getsQuestion: How well did we do?Means To Define The ProblemQuestioningLearn from clients/users/experts.Prepare for meeting by listing questions and by organizing thoughts.BrainstormingEarly brainstorming session might be useful to gain a list of objectives or constraints.Information may be useful when talking to clients.Building Objectives Tree – When & How?No hard and fast answer.Objectives Tree building according to My T. Le:Do it early.Rework it often.Revising Project StatementsWrite revised project statement early:Remove errors.Identify and address biases.Make implied solutions explicit, or eliminate them.Project Statement for the Danbury Arm SupportThe Danbury Elementary School of the Claremont Unified School District has a number of students with the diagnosis of cerebral palsy (CP), a neuro-developmental impairment that causes disturbances of voluntary motor function. For these students, activities that require fine muscle movements (e.g. writing) are particularly difficult because of impaired motor control and coordination as a result of CP. There is ample evidence indicating that these students write more effectively when an instructor physically stabilizes either the hand or the elbow to reduce extraneous movement. A device that can achieve the same physical effect by counteracting the involuntary movement would be desirable since this would increase the students’ functional independence.Questions regarding the Project StatementWhat does the client (Danbury Elementary School) want?What does the user (Jessica the 3rd grader) need?What does it mean to “write more effectively?”What does it mean to “increase students’ functional independence?”Objectives Tree 1 for the Danbury Arm Support ProjectDevice that assists students w/ CP performclassroom activitiesUser FriendlyPrimary DeviceFunctionsFeaturesSafe ReliableMinimize CostPortable AdjustableConvenienceEase of Set-upMaximizeComfortMax rangeof voluntarymotionNormalize MovementsObjectives List 2 for the Danbury Arm Support ProjectDesign should minimize involuntary movement of the upper armShould be safeShould be comfortableShould be durableShould not impair/restrict voluntary motionDesign should be applicable to multiple individuals and wheelchairsSize should be adjustableMounting mechanisms should be adaptableDesign should minimize the cost of productionRestraint mechanism should be easy to install and maintainSetting PrioritiesSome objectives are more important than other.How are we going to recognize that and measure it?Pairwise Comparison ChartsPCC Individual rank orderingsRank goals that are that are at the same level in the hierarchy of objectives.Aggregate rank orderingsPCC voting by members of a design team must be used carefully.Ranking scores are a useful guide for further thought and discussion.Constraints Constraints set limits on what the client can have.A check list to prune set of designs to a more manageable size.Measuring AchievementProduct Definition Process includes:Translate and clarify client’s wantsIdentify limits – what can’t client have?Order client’s wantsResult: Objectives TreeHow do we know if the product once designed will meet these objectives?Need metrics to measure successDeveloping MetricsIdentify units and scales for the thing to be measured.Identify means of assessing values of a design in terms of units and scales selected.Evaluate whether or not particular measurements is feasible and appropriate.Characteristics Of Good MetricsActually measures the objective.Correct level of accuracy and tolerance.Repeatable.Understandable units of measure.Unambiguous interpretation.Revised Project Statement 1 for the Danbury Arm SupportThe problem presented to the team involves Jessica, a third-grader at Danbury Elementary School. Jessica has recently begun painting, but because she suffers from cerebral palsy, she has difficulty pursuing her new interest. Jessica painting with her left hand, with her elbow held above the rest position, using a combination of arm and torso movement. While painting, Jessica exhibits exaggerated movements, and lack of control of finer movements, in all direction. These problems are amplified when her arm is fully extended. Currently, when Jessica wants to paint, she requires a teacher or staff member to hold her left elbow stable. The staff at Danbury school has asked the team to try to design a device that would decrease the magnitude of the exaggerations and assist Jessica in controlling her finer movements. The device must permit the same range of voluntary motion currently employed while painting. Thus, the device would take the place of the teacher or staff member and increase Jessica’s functional independence while painting in a classroom environment. The Danbury stuff must be able to set-up the device in a classroom environment in eight minutes or less. Optimally, the device could be used by other students with cerebral palsy or other functionally similar conditions at Danbury Elementary school.Revised Project Statement 2 for the Danbury Arm SupportThe Danbury Elementary school of the CUSD has a student diagnosed with Cerebral Palsy (CP), a neuro-development impairment which causes disturbances of voluntary motor function. For this student, activities that require fine muscle movements , such as painting, writing, and eating, are particularly difficult because of impaired motor control and coordination. There is ample evidence indicating that this students paints more effectively when