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 School
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.
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
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 other’s 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.
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.
Tricked-Out Toys, Inc. …entertainment for the 21st Century!
Request for Proposals 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.
EDP STEP 1
Control elements:•Mechanical switches, •photocells•Magnetic switches•etcetera
Electronic elements:
•Light: Lamps, LEDs, on/off, flashing, running, etc.
•Motion: DC motor, solenoid, linear actuator, fans, etc.
•Sound: Tones, Buzzers, Chirps, sirens, etc.
Request for Proposals Detailed Specifications for Proposals
and Constraints
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.
EDP STEP 1
Research existing products with electronics
EDP STEP 2
Investigate existing products with and without electronics
Use toys in class to boost creativity and as starting points for ideas
EDP STEP 2
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”
Develop several solutions: Student brainstorm ideas and create draft proposals
Include ALL ideas!Review with others in table groups to see if ideas meets the
specifications for project
EDP STEP 3
Develop several solutions: Student brainstorm ideas and create draft proposals
When students explain their ideas to classmates they all get new ideas.
EDP STEP 3
Student create Final Draft proposalsEDP STEP 3
Score
Electronics 4
Game 4
Novelty 4
Appropriate 4
Safety 4
Graded on whether proposal has all required components, then evaluated on feasibility of idea.
Clashing Blades
Student create Final Draft proposalsEDP STEP 3
Wall Ball
Score
Electronics 3
Game 2
Novelty 4
Appropriate 5
Safety 5
Student create Final Draft proposalsEDP STEP 3
Mr. Potato Hero
Score
Electronics 5
Game 5
Novelty 5
Appropriate 5
Safety 5
Student create Final Draft proposalsEDP STEP 3
Basketball 10K
Score
Electronics 4
Game 4
Novelty 5
Appropriate 5
Safety 5
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
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
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.
• Simple prototype may be non-functioning cardboard model
• Planning Step is not specified in the EDP, but easily falls here after simple prototype.
EDP STEP 5
Communicate the Solution: Students create a functioning prototype. Students demonstrate the prototype and pitch the
product to a panel of professionals • 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
EDP STEP 6
Test and Evaluate: Students evaluate product performance against the project goals.
Students will evaluate their model in terms of:• Electrical performance• Mechanical performance• Looks• User interface • Plays as intendedFor each topic, they explain what did not work as intended
or why it is perfect
EDP STEP 7
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
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
Electronic Game/Toy Invention Capstone project for
2012/2013 Northeastern University CAPSULE class
Diane BrancazioBelmont High School