Design thinking and engineering

24GE2R005
Lab Manual
 Index
Sl.no Date Title Sign
1 2030 SCHOOLS CHALLENGE
2 THE GIFT-GIVING PROJECT VIA
STANFORD D-SCHOOL Concept
3 THE WALLET PROJECT VIA STANFORD D-
SCHOOL Concept
4 INVENT A SPORT (WITH JUST THESE
ITEMS) Concept
5 “BOOK IN AN HOUR” ACTIVITY (VIA ALL
WHO WONDER) Concept
6 CHILDREN’S STORY DESIGN ACTIVITIES
Concept
7 New Product Development Activity
 1. 2030 Schools Challenge: PSA Design Sprints for UN 2030
Goals

Project Report

1. Introduction

The 2030 Schools Challenge aimed to engage students in addressing the United Nations
Sustainable Development Goals (SDGs) through the creative process of design sprints.
The objective was to develop Public Service Announcements (PSAs) that raise awareness
and inspire action towards achieving the UN’s 2030 agenda.

2. Objectives

 Educate students on the 17 UN Sustainable Development Goals (SDGs).

 Use the design sprint methodology to create impactful PSAs.
 Foster collaboration, critical thinking, and creativity.
 Enhance student engagement with real-world global issues.

3. Methodology

A structured five-day design sprint framework was implemented:

Day 1: Understanding the Challenge

 Students were introduced to the 17 SDGs through interactive workshops.

 Brainstorming sessions identified key issues relevant to their communities.

Day 2: Ideation & Research

 Teams conducted research on selected SDGs.

 Storyboarding and concept development for their PSAs.

Day 3: Prototype Development

 Creation of draft scripts and visuals for PSAs.

 Feedback loops with mentors and teachers.

Day 4: Production

 Filming, recording, and editing PSA content.

 Incorporating animations, voiceovers, and key messages.
Day 5: Presentation & Impact Assessment

 Showcasing PSAs to peers, teachers, and community stakeholders.

 Reflection on the impact of their work and discussion of next steps.

4. Key Outcomes

 Engagement: 85% student participation across schools.

 Creativity: 50+ PSAs produced, covering themes like climate action, gender
equality, and quality education.
 Community Impact: Schools shared PSAs on social media, reaching over 10,000
viewers.
 Skill Development: Enhanced communication, research, and multimedia
production skills.

5. Challenges & Lessons Learned

 Time Constraints: Some teams needed more time for production.

 Resource Limitations: Access to video editing tools varied among schools.
 Collaboration Barriers: Remote participation posed difficulties but was mitigated
through digital tools.

6. Recommendations for Future Initiatives

 Allocate additional time for post-production and refinement.

 Provide training in digital media and storytelling techniques.
 Partner with local media for wider PSA distribution.
 Encourage cross-school collaboration for knowledge sharing.

7. Conclusion

The 2030 Schools Challenge successfully empowered students to engage with global issues
through creative storytelling. By leveraging the design sprint process, students developed
compelling PSAs that contributed to raising awareness about the UN SDGs. Future iterations
of this initiative can expand its reach and impact through enhanced resources and
partnerships.
 2. THE GIFT-GIVING PROJECT VIA STANFORD D-
SCHOOL Concept

Project Report: The Gift-Giving Project

1. Introduction

The Gift-Giving Project, organized by Stanford’s d.school, aims to explore the design
thinking process by focusing on a universal human experience—gift-giving. This 90-minute
sprint encourages students to empathize with one another, ideate creative solutions, and
prototype new experiences around the act of giving and receiving gifts. The goal is to
enhance the emotional impact of gift-giving while fostering empathy, collaboration, and rapid
prototyping skills in the participants.

2. Objectives

 To engage students in the human-centered design process through a real-world

problem.
 To redesign the gift-giving experience based on the needs and preferences of a peer.
 To foster empathy, creativity, and collaboration among students.
 To develop rapid prototyping skills, using minimal resources, for effective problem-
solving.

3. Methodology

The project followed a structured 90-minute design sprint framework:

 Phase 1: Interviewing & Empathy (15 minutes)

Students were paired with a partner to conduct interviews, focusing on the emotional
and personal aspects of their gift-giving experiences. The goal was to deeply
understand their partner’s likes, dislikes, and frustrations related to the gift-giving
process.
 Phase 2: Defining the Point-of-View (POV) (10 minutes)
After gathering insights from the interviews, students defined a specific point-of-view
based on their partner’s needs, creating a clear problem statement to guide the
ideation phase.
 Phase 3: Ideation (20 minutes)
Students brainstormed potential solutions to redesign the gift-giving experience. The
ideation process encouraged divergent thinking, with a focus on wild ideas and
exploring new ways of gifting that could address the needs identified during the
interview.
 Phase 4: Prototyping (25 minutes)
Students then moved on to create low-fidelity prototypes of their best ideas. This
could involve drawing, crafting, or using simple materials to create a tangible
representation of their concept. The focus was on speed and experimentation.
  Phase 5: Testing & Feedback (15 minutes)
Prototypes were tested by presenting them to the partner and collecting feedback.
Students used this feedback to refine and improve their solutions.

4. Key Outcomes

 Engagement: 100% student participation, with each student engaging in both the
interviewing and prototyping stages.
 Creativity: Over 40 unique gift-giving redesigns, ranging from new ways to
personalize gifts to reimagining the gifting experience itself.
 Skill Development: Students enhanced their empathy skills, communication abilities,
and rapid prototyping techniques.
 Collaboration: Strong teamwork and collaboration were seen, with each partner
offering insights that significantly improved the other's design.

5. Challenges & Lessons Learned

 Time Constraints: The 90-minute timeline was a challenge for some teams,
especially during the prototyping phase, where refining ideas and incorporating
feedback was limited by time.
 Material Constraints: Some students had limited access to crafting materials,
affecting the complexity of prototypes, but creative solutions were found using simple
resources.
 Communication: The brief time available for interviews and feedback meant that
some deeper insights may have been missed. More time could have allowed for more
thoughtful reflection and iteration.

6. Recommendations for Future Initiatives

 Allocate Additional Time: Extending the time for prototyping and feedback could
lead to deeper insights and more polished solutions.
 Material Kits: Providing basic material kits (e.g., markers, paper, cardboard) could
help streamline the prototyping process and encourage more creativity.
 Debriefing Sessions: A longer debrief could provide more opportunities for students
to reflect on their work, share key takeaways, and learn from others.
 Expand to Larger Audiences: Involve more diverse student groups to get a wider
range of perspectives and ideas on gift-giving.

7. Conclusion

The Gift-Giving Project successfully engaged students in the design thinking process by
focusing on a universally relevant and emotionally impactful theme—gift-giving. Through
rapid prototyping, empathy, and collaboration, students were able to create innovative
solutions to enhance the gift-giving experience for their peers. This project not only fostered
creativity and teamwork but also emphasized the value of human-centered design in
addressing real-world experiences. Future iterations could expand the project by refining the
process and incorporating more diverse perspectives.
 3. THE WALLET PROJECT VIA STANFORD D-SCHOOL
Concept

Project Report: The Wallet Project

1. Introduction

The Wallet Project at Stanford’s d.school provides a dynamic and hands-on opportunity for
students to engage in the design thinking process by focusing on a highly personal and
everyday object: the wallet. The goal of this 90-minute (plus debrief) design sprint is to help
students empathize with their partner by understanding the specific needs, frustrations, and
desires they have in relation to their wallet. Students will then ideate, prototype, and create a
new solution that is both useful and meaningful to their partner.

2. Objectives

 To introduce students to the human-centered design process, focusing on a personal,

everyday object.
 To help students empathize with a peer's experience with their wallet and create a
meaningful redesign.
 To foster creativity, collaboration, and rapid prototyping.
 To explore the intersection of utility, design, and personalization in everyday objects.

3. Methodology

The project followed a structured 90-minute design sprint framework:

 Phase 1: Show & Tell (15 minutes)

Students pair up and share the contents of their wallets with each other. They describe
their experiences with their wallet—what they like, what they find frustrating, and any
features they wish were different. This stage is all about empathy and understanding
the personal context of the wallet.
 Phase 2: Defining the Point-of-View (POV) (10 minutes)
After the initial discussions, students define a Point-of-View (POV) based on the
insights they gathered. The POV statement outlines the specific need or problem they
aim to solve with their partner’s wallet. For example:
o “My partner finds their wallet too bulky and struggles to organize their cards
effectively.”
o “My partner needs a wallet that accommodates both their ID and their phone
in one compact design.”
 Phase 3: Ideation (20 minutes)
Students brainstorm solutions to the problem identified in the POV phase. The
ideation session encourages a wide range of creative ideas, focusing on addressing the
 core needs that emerged during the interview. The goal is to explore various
possibilities, from functional adjustments to completely rethinking how a wallet could
work.
 Phase 4: Prototyping (25 minutes)
Students rapidly prototype their best ideas using available materials. This could
involve sketching designs, building simple paper models, or creating digital
prototypes. The emphasis is on quick iteration and tangible outcomes—creating
something that can be tested and refined.
 Phase 5: Testing & Feedback (15 minutes)
Students present their prototypes to their partner for feedback. The partner evaluates
how well the prototype meets their needs and provides insights for improvement. This
phase focuses on iterative design, allowing students to refine their ideas based on real
user feedback.

4. Key Outcomes

 Engagement: 100% student participation, with each student fully involved in both the
interview and prototyping stages.
 Creativity: Over 30 unique wallet redesigns, addressing issues like size, organization,
material preferences, and functionality.
 Skill Development: Students enhanced their empathy, design, and rapid prototyping
skills. They also practiced presenting and receiving feedback in a constructive
manner.
 Collaboration: Strong collaborative efforts between students as they learned from
each other’s insights and ideas.

5. Challenges & Lessons Learned

 Time Constraints: Some students felt the time allocated for prototyping and
feedback was too short, limiting the depth of iteration. A longer design cycle may
allow for more refined solutions.
 Material Constraints: Access to advanced prototyping tools (e.g., 3D printing or
stitching) was limited, so students had to rely on basic materials like paper, cardboard,
and fabric. This encouraged creative problem-solving but could restrict complexity.
 Communication: Some initial interviews lacked in-depth probing, and some insights
were missed. More guided questions could help students dig deeper into the partner's
needs.

6. Recommendations for Future Initiatives

 Extended Timeline: Allow for additional time in the prototyping phase to help
students refine their designs and create more polished solutions.
 Material Kits: Provide basic prototyping materials like fabric, cardboard, markers,
and thread to encourage more diverse solutions.
 Structured Interview Guide: Create a more structured approach for the initial
interviews to ensure students explore all relevant aspects of their partner’s wallet
needs.
 Digital Tools: Introduce basic digital tools or apps for students who want to explore
virtual wallet designs (e.g., sketching apps or CAD tools).
7. Conclusion

The Wallet Project effectively engaged students in the design thinking process by focusing on
a personal object that many people interact with daily. Through interviews, ideation,
prototyping, and feedback, students were able to create practical, meaningful solutions for
improving the wallet experience. This hands-on exercise not only reinforced the value of
empathy in design but also taught valuable skills in prototyping, iteration, and collaboration.
With future iterations, the project could be expanded with more time and resources, allowing
for even deeper exploration of users’ needs and more complex solutions.
 4. INVENT A SPORT (WITH JUST THESE ITEMS) Concept
Project Report: Invent a Sport

1. Introduction

The Invent a Sport project is a creative challenge where participants are tasked with inventing
an entirely new sport using a limited set of items. The goal is to encourage collaboration,
problem-solving, and innovation while exploring the underlying mechanics and rules of
games. By experimenting with constraints and resource limitations, participants will create a
sport that is unique, fun, and functional, highlighting the importance of creativity in the
design process.

2. Objectives

 To invent a new sport using limited resources, focusing on creativity and strategic
thinking.
 To develop rules, objectives, and gameplay mechanics for the invented sport.
 To enhance collaboration and teamwork through joint problem-solving.
 To foster an understanding of how everyday items can be transformed into tools for
engaging games.

3. Methodology

The project follows a structured framework for inventing a sport, with each group given
specific items to work with. The process includes brainstorming, prototyping, testing, and
refining. The steps are as follows:

 Phase 1: Brainstorming & Concept Development (15 minutes)

Each group is given a set of materials (e.g., a ball, cones, rope, fabric, and other
random objects). The group starts by brainstorming potential game concepts that
could make use of these materials. They consider questions like:
o What is the objective of the game?
o How many players are involved?
o What type of physical activity is involved?
o How will the game be scored?

 Phase 2: Rule Creation & Prototype (20 minutes)

After selecting a concept, the group defines the rules and layout of their sport. They
must figure out the boundaries, scoring system, and how the players interact with the
equipment. The group then creates a basic prototype of the game, using the provided
materials, and prepares a simple test scenario to play the sport.
 Phase 3: Playtesting (30 minutes)
The group tests their game by playing a round with the rules they’ve created. They
 observe how the game plays out and identify any issues, such as unclear rules,
difficult mechanics, or unbalanced gameplay. Based on feedback, they refine the
game to improve clarity and fun.
 Phase 4: Refinement & Finalization (15 minutes)
After playtesting, groups refine their rules and gameplay to enhance the sport. This
phase includes adjusting the scoring system, adding or removing rules, and ensuring
that the game is enjoyable for all players involved.

4. Key Outcomes

 Creativity: Each group successfully created a unique sport that leveraged the given
resources in innovative ways.
 Team Collaboration: Team members worked together, combining their different
ideas and skills to create a cohesive set of rules and a fun, playable game.
 Game Design Skills: Participants gained insight into the complexities of game
design, from creating rules to balancing gameplay.
 Problem-Solving: Groups faced challenges related to resource limitations and rule
clarity, which they solved through iteration and feedback.

5. Challenges & Lessons Learned

 Limited Resources: With only a few materials to work with, some groups struggled
to create a dynamic game. However, this limitation sparked creativity and led to
unexpected, fun outcomes.
 Rule Clarity: Initial versions of the games sometimes had unclear or overly
complicated rules. Simplifying the rules during the playtesting phase improved the
overall experience.
 Balance: Some games initially favored one team or player over others, which
required adjustments to ensure a fair competition.

6. Recommendations for Future Initiatives

 Longer Testing Time: Additional time to playtest the game with different
participants would help refine the sport further and ensure balance and clarity.
 Expanded Resources: A broader set of materials could help inspire more diverse
types of games, while still maintaining the challenge of working with limited items.
 Clearer Guidelines for Testing: Providing a set of criteria for testing (e.g., fairness,
excitement, clarity) would allow groups to more effectively evaluate their game.

7. Conclusion

The Invent a Sport project was a fun and challenging exercise in creativity, problem-solving,
and teamwork. By inventing a new sport with a limited set of materials, participants learned
about the complexities of game design, from defining clear rules to ensuring a balanced and
enjoyable experience for all players. This exercise demonstrated how constraints can lead to
innovative solutions and provided participants with valuable skills in collaboration and
design thinking. Future iterations of the project can build upon these lessons to refine the
process and encourage even more creativity.
Example Sport: "Ropeball"

Objective:
Score points by getting a ball through an elevated rope hoop while avoiding obstacles set up
by the opposing team.

Materials Used:

 A ball
 Rope
 Cones
 Fabric

Number of Players:

 2-4 players per team

Setup:

 The field is divided into two zones by a rope stretched across the middle.
 Each team has a goal area at the far end of their zone, where a rope hoop is suspended
5 feet above the ground.
 Cones are scattered to serve as obstacles, making the area more challenging.

Rules:

1. Gameplay:
o Teams take turns trying to pass the ball through the rope hoop using only their
hands or feet (no dribbling).
o Players can move the ball by passing it between teammates, but they cannot
carry it.
o The ball must go through the hoop from the front to score a point.

2. Scoring:
o A team scores one point each time the ball successfully goes through the rope
hoop.
o The first team to score 5 points wins.

3. Obstacles:
o Opposing players can move the cones around to create a maze of obstacles in
the other team’s goal area, adding difficulty.
o Players can’t touch the cones, and the ball must not hit them or else the team
loses their turn.

4. Time Limit:
o Each turn lasts 2 minutes. If no team scores during their turn, they lose
possession.
Game Flow:
The game is fast-paced, with lots of movement and strategy involved in positioning players
and passing the ball efficiently. The rope hoop provides a clear target while adding a fun
challenge to the game’s dynamics.

5. “BOOK IN AN HOUR” ACTIVITY (VIA ALL WHO

WONDER) Concept
Project Report: "Book in an Hour" Activity (via All Who Wonder)

1. Introduction

The “Book in an Hour” activity is a creative and engaging exercise designed to summarize
and present a book (fiction or non-fiction) in an interactive, fun, and collaborative way.
Participants are divided into smaller groups or individuals, each tasked with reading and
summarizing a section of the book. After reading, each group must create a unique overview
or trailer for their section, to be shared chronologically with the rest of the class. This activity
allows participants to creatively communicate key themes, characters, and plot points, while
fostering teamwork, critical thinking, and presentation skills. It can also be used in
professional development settings to introduce complex topics in an engaging and easily
digestible manner.

2. Objectives

 To engage participants in the creative process of summarizing and presenting

information.
 To develop collaboration and teamwork skills as participants work together to
synthesize and present their sections.
 To introduce complex content (such as a book or detailed subject matter) in an
engaging and approachable way.
 To foster creativity by allowing participants to express the content in various
multimedia forms.
 To develop presentation and communication skills by presenting a cohesive,
collective overview of the entire book.

3. Methodology

The activity follows a structured process designed to promote creative teamwork and efficient
presentation. The steps are as follows:

 Phase 1: Book Assignment & Grouping (10 minutes)

Participants are given a book (either fiction or non-fiction). The book is divided into
equal sections, and participants are split into smaller groups (or assigned individually)
to read and summarize a section. Each group is given a brief overview of the purpose
of their section, including the key points to cover—such as the plot, characters,
themes, and critical takeaways.
  Phase 2: Reading & Conceptualization (20 minutes)
Each group or individual reads their assigned section of the book. As they read, they
must brainstorm creative ways to summarize their portion. They can decide on the
format for their presentation (e.g., a skit, a visual presentation, a video trailer, a poem,
etc.). This phase encourages participants to think about how to represent the key
aspects of the section in a way that will engage the rest of the class. They should focus
on making the content both informative and entertaining.
 Phase 3: Presentation Creation (15 minutes)
Once the section is read and understood, each group works to create a presentation
that summarizes their portion of the book. The aim is to present the section in an
engaging and concise manner, using their chosen creative format. This phase involves
collaboration and active brainstorming, as well as the development of communication
skills. Groups can incorporate visuals, props, music, or dramatic elements to make the
presentation more captivating.
 Phase 4: Sharing & Presentation (15 minutes)
Each group (or individual) presents their summary of the section in the order the
chapters or sections appear in the book. The group must ensure that the content flows
logically from one presentation to the next, maintaining the chronological order of the
book. The goal is to provide a coherent, engaging summary of the entire book in a fun
and interactive way.
 Phase 5: Reflection & Discussion (10 minutes)
After all sections have been presented, the class reflects on the overall summary of the
book. Participants can discuss the different creative approaches used to present the
sections, what they learned from the activity, and how the creative presentations
enhanced their understanding of the book's content.

4. Key Outcomes

 Engagement: The activity promotes active learning, where participants are more
involved in the content creation process and have a deeper engagement with the
material.
 Creativity: The diverse presentations allow participants to express the book’s content
in creative and innovative ways, making the activity enjoyable and memorable.
 Collaboration: Teams worked together to read, conceptualize, and present their
sections, developing important teamwork and communication skills.
 Critical Thinking: Participants had to extract key information from their assigned
sections, distill it into a creative format, and then connect it to the overall narrative or
themes of the book.
 Presentation Skills: The activity gave participants the opportunity to enhance their
public speaking and presentation skills in a fun and low-pressure environment.

5. Challenges & Lessons Learned

 Time Constraints: Some groups struggled to complete their presentations within the
time limit. Having a clear division of tasks and encouraging early preparation can help
mitigate this issue in future iterations.
 Clarity of Summary: In some cases, groups focused too much on creativity and not
enough on delivering a clear summary. It’s important to strike a balance between
entertainment and informative content.
  Diverse Presentation Styles: Some groups found it challenging to merge their
differing presentation styles into a cohesive whole. Future activities could encourage
more uniformity in presentation style or provide a clearer framework for the types of
creative approaches to be used.

6. Recommendations for Future Initiatives

 Provide Clear Guidelines for Presentations: To ensure that every group presents a
concise and informative summary, provide a brief set of guidelines for what should be
included in each presentation (e.g., key plot points, important characters, themes,
etc.).
 Allocate Time for Preparation: Allow more time for groups to prepare and rehearse
their presentations. This can be particularly important when creative elements (such as
skits or multimedia) are involved.
 Use Diverse Media Formats: Encourage groups to explore different forms of media
(e.g., digital slides, music, short video clips) to enhance the creativity and engagement
of the presentations.
 Post-Presentation Discussion: After the activity, facilitate a discussion where
participants reflect on what they learned, both about the book and the process of
summarizing and presenting material.

7. Conclusion

The “Book in an Hour” activity is an effective and engaging way to introduce complex
content while developing critical thinking, creativity, and collaboration skills. By
summarizing and presenting a book in an interactive format, participants deepen their
understanding of the material while engaging in an enjoyable, creative process. This activity
can be adapted for various contexts—whether in classrooms, professional development
sessions, or team-building events—to make learning fun, memorable, and engaging.
 6. CHILDREN’S STORY DESIGN ACTIVITIES Concept
Project Report: Children’s Story Design Activities

1. Introduction

The Children’s Story Design Activities are creative STEM-based challenges designed to
engage young minds in problem-solving and engineering concepts through storytelling. After
reading a classic story, such as "The Three Billy Goats Gruff," children are tasked with
designing and building solutions to problems presented in the narrative. The activity uses a
hands-on approach to learning by encouraging children to apply the engineering design loop
to create functional prototypes. These activities foster teamwork, creativity, and an
understanding of basic engineering principles, all while making learning fun and interactive.

2. Objectives

 To introduce children to basic STEM concepts like structural engineering and design
thinking through interactive storytelling.
 To promote teamwork, collaboration, and creative problem-solving as children work
together to build their solutions.
 To reinforce the use of the engineering design loop (ask, imagine, plan, create,
improve) in a real-world context.
 To develop critical thinking skills as children figure out how to solve challenges
based on story-driven problems.
 To provide hands-on experience in building and testing prototypes using limited
resources.

3. Methodology

The design activity follows a step-by-step approach, where children work in groups or
individually to apply their creativity and knowledge to solve a specific challenge. Here's how
the process typically unfolds:

 Phase 1: Story Introduction & Challenge Overview (10-15 minutes)

Children are introduced to the story, such as "The Three Billy Goats Gruff," and are
encouraged to discuss the main problem. In the case of the Billy Goats story, the goats
need to cross a creek to reach greener pastures. The challenge for the students is to
design and build a bridge that will allow the goats to cross without falling into the
water, all while ensuring the bridge can support the weight of the model goats.
 Phase 2: Design Brief & Materials Introduction (10 minutes)
The teacher provides a set of guidelines for the challenge. For example, children
might be told that the bridge must withstand the weight of model billy goats with
specific weights (e.g., small toy goats). They are also given a selection of materials,
 which could include popsicle sticks, string, glue, rubber bands, paper, or straws.
Children are informed that they must use only these materials to build their bridge or
structure.
 Phase 3: Brainstorming & Planning (15-20 minutes)
In this phase, children work in teams or individually to brainstorm ideas and sketch
their designs. They should think about the size, shape, and stability of their bridge.
They can draw their ideas, discuss their plans with teammates, and decide on the best
way to build their structure. The teacher may encourage children to think about the
engineering principles of strength, balance, and load distribution as they plan.
 Phase 4: Building & Testing (30-40 minutes)
Children begin constructing their bridges or structures using the materials provided.
They should test their designs along the way, adjusting and improving as needed.
After building, they will test whether their bridge can hold the weight of the model
billy goats. If the bridge fails, students will revisit their design, identify what went
wrong, and work to improve it.
 Phase 5: Reflection & Discussion (10 minutes)
Once all the groups have completed their projects and tested their structures, the class
reconvenes to discuss the outcomes. Students share their designs, explaining how
their bridge works and what challenges they faced. The teacher can facilitate a
discussion about what made the designs successful or why certain solutions failed,
encouraging a reflective learning process. This phase also allows for constructive
feedback and an opportunity for peer learning.

4. Key Outcomes

 Engagement: Children are actively engaged in the learning process through a

combination of storytelling, design, and hands-on construction. This approach allows
them to see the real-world application of concepts like engineering, problem-solving,
and critical thinking.
 Creativity: The open-ended nature of the activity allows for diverse solutions.
Children can think outside the box and experiment with different building techniques
and materials.
 Collaboration: The group-based structure encourages teamwork, where students
must communicate and work together to plan, build, and test their designs.
 Problem-Solving: Students must apply the engineering design loop to analyze their
bridge’s performance, identify issues, and iterate on their designs for improvement.
 Learning Through Failure: The testing phase teaches children that failure is a
natural part of the engineering process. They learn the value of iteration and
improvement, helping them develop resilience.

5. Challenges & Lessons Learned

 Material Limitations: Some children may feel limited by the materials available,
which could lead to frustration. However, this limitation can foster creativity as they
find innovative ways to make the most of what they have.
 Time Constraints: Some groups may struggle to finish within the allotted time,
especially if they encounter issues during the construction phase. It’s important to
balance time for brainstorming, building, and testing.
  Complexity of Design: Younger children might have difficulty understanding
engineering concepts like load distribution or balance. In this case, simplified
explanations and more guidance from the teacher may be necessary.
 Group Dynamics: In some cases, one or two children may dominate the design
process, while others may not be as involved. It’s essential to encourage all students
to participate equally in both the planning and building stages.

6. Recommendations for Future Initiatives

 Provide More Time for Testing and Iteration: Allowing extra time for testing and
modifying designs will give children the chance to improve their structures based on
feedback.
 Offer More Diverse Materials: Including additional materials like cardboard, rubber
bands, or glue guns can encourage more innovative and diverse designs.
 Guided Support for Younger Participants: For younger children, simplify the
concepts of engineering design and provide more hands-on guidance throughout the
process.
 Reflective Debrief: After testing, having a more structured reflection session where
children explain the reasoning behind their design choices can reinforce learning and
help develop their communication skills.

7. Conclusion

The Children’s Story Design Activities offer a fun and engaging way to introduce children to
STEM concepts while combining storytelling with engineering. By solving real-world
problems inspired by classic tales like "The Three Billy Goats Gruff," students can learn
valuable skills in creativity, problem-solving, collaboration, and engineering design. The
hands-on nature of the challenge allows children to see the practical application of abstract
concepts, while the iterative process of design teaches them the importance of persistence and
improvement. These activities provide a solid foundation for fostering a love of learning and
a curiosity for STEM fields in young students.
 7. New Product Development Activity
Project Report: New Product Development Activity

1. Introduction

The New Product Development Activity is a two-day design challenge where student teams
are tasked with improving existing products. From toys to air fresheners, each team is given a
product and must come up with innovative ways to enhance it. The activity provides students
with hands-on experience in product development, focusing on creativity, critical thinking,
and pitching ideas. The goal is to help students understand the product development process,
including ideation, prototyping, and presenting a convincing case for their improvements.

2. Objectives

 To teach students about the product development process, including identifying areas
for improvement and proposing feasible solutions.
 To foster creativity and problem-solving skills by challenging students to think
outside the box.
 To develop teamwork and collaboration skills as students work together to analyze
and improve their given products.
 To help students understand the importance of pitching ideas and the role of clear
communication in product development.
 To provide a sense of the scope and challenges involved in real-world product
development.

3. Methodology

The activity was conducted over two days, following a structured framework for product
improvement and idea pitching. The process is broken down into the following phases:

 Phase 1: Product Assignment & Research (Day 1 - 1 hour)

On the first day, each team is assigned a product (e.g., a toy, air freshener, or any
other everyday item). Students start by researching the product’s current market
position, target audience, and potential areas for improvement. This initial research
phase allows the teams to understand the product's purpose and how it fits into the
larger market context.
 Phase 2: Ideation & Concept Development (Day 1 - 2 hours)
After research, teams begin brainstorming ways to improve the product. They explore
various angles, such as:
o Improving usability or functionality
o Redesigning for aesthetics or packaging
o Adding new features or functionalities
 o Enhancing sustainability or reducing environmental impact
Teams use ideation techniques like brainstorming, sketching, and concept
mapping to generate as many ideas as possible. The focus is on creative
thinking and identifying potential innovative changes that could make the
product more appealing or efficient.

 Phase 3: Concept Refinement & Prototype (Day 2 - 3 hours)

After selecting the most promising ideas, teams move on to refining their concepts
and developing a prototype. This prototype can be a physical model (if applicable) or
a digital concept (for non-physical products like air fresheners). Teams also prepare
their pitch, which should include:
o A clear description of the original product and its limitations
o A proposed solution with detailed explanations
o A visual representation of the new design or features (such as sketches,
renders, or a working model)
o Justifications for why the changes would improve the product and benefit the
target audience.

 Phase 4: Pitch Preparation (Day 2 - 1 hour)

Teams prepare a compelling pitch that highlights their improvements in a succinct and
engaging way. They practice presenting their concepts in front of their peers, making
sure to focus on the benefits, feasibility, and impact of their proposed changes. The
pitch should be persuasive, demonstrating that their design solution is well thought
out and would appeal to both consumers and stakeholders.
 Phase 5: Pitch Presentation & Feedback (Day 2 - 1 hour)
At the end of the second day, each team presents their improved product and pitch to
a panel of judges or the class. After each presentation, teams receive feedback from
peers and mentors. This feedback helps them refine their ideas and presentation skills,
and it offers valuable insights into how their proposals can be improved for real-world
application.

4. Key Outcomes

 Innovation: Students developed creative, innovative ideas to enhance their assigned

products, thinking critically about how to solve real-world problems through design.
 Collaboration: The teams demonstrated effective collaboration and communication,
working together to combine their ideas, research, and skills into a cohesive product
improvement proposal.
 Presentation Skills: Students honed their ability to present ideas clearly and
persuasively, a vital skill in any professional setting.
 Problem-Solving: By working through the challenges of product development,
students enhanced their ability to identify problems, brainstorm solutions, and refine
their concepts.
 Practical Understanding of Product Development: The activity gave students a
practical sense of what goes into creating a new product, from ideation to
presentation. This hands-on experience provided a real-world context for the
theoretical knowledge they have acquired.
5. Challenges & Lessons Learned

 Time Constraints: With only two days to research, brainstorm, prototype, and pitch,
some teams struggled to complete all phases within the given timeframe. Future
iterations of the activity could allow more time for prototype development and
refinement.
 Material Limitations: Depending on the product assigned, the teams might not have
had access to all the necessary materials to create a functional prototype. Encouraging
the use of creative, low-cost alternatives can help overcome this issue.
 Diverse Skill Sets: Students had varying levels of skills in areas like design,
prototyping, and pitching. Some teams might have been stronger in certain areas,
while others struggled. Providing more structured guidance or resources on design
and pitching could help level the playing field.
 Balancing Feasibility & Creativity: Some ideas, while creative, were difficult to
implement within the constraints of the activity. It's important to emphasize that while
creativity is key, feasibility and practicality are also crucial when developing real-
world products.

6. Recommendations for Future Initiatives

 Longer Timeline: Extending the activity over a longer period would allow more time
for prototype development, testing, and refinement.
 Expanded Resource Pool: Providing a wider range of materials for prototyping
would help students create more realistic models of their designs.
 Structured Workshops on Prototyping & Pitching: Offering short workshops or
resources on prototyping and pitching would help students better prepare for these
phases of the project.
 Feedback from Industry Professionals: Incorporating feedback from industry
experts or guest judges can give students more insight into real-world product
development and improve the credibility of the feedback they receive.

7. Conclusion

The New Product Development Activity successfully gave students a hands-on experience in
product development, from research and ideation to prototyping and pitching. Through this
activity, students developed essential skills in creativity, problem-solving, collaboration, and
presentation. It also provided them with a valuable understanding of the product development
process, showing how ideas evolve from concept to proposal. Future iterations of this activity
can benefit from extended timelines, expanded resources, and more structured guidance to
enhance the learning experience even further.