Problem Solving in STEM Subjects

Engineering Design
Howard Kimmel
Howard.kimmel@.njit.edu
Levelle Burr-Alexander
levelle.e.burr-alexander@njit.eduHoward

Problem Solving

• The key to the problem solving process –

• Asking the right questions and answering
them in the most coherent manner is at the
heart of any problem solving process.
• Problem solving skills can be incorporated
into all academic disciplines.

Comparisons of Problem-Solving Methods

Engineering Design G. Polya, How to Solve It Scientific Inquiry

1. Identify the need or Understand the problem 1. Formulate the problem

problem
2. Research the need of 2. Information gathering
problem
3. Develop possible Devise a plan 3. Make hypotheses
solutions
4. Select the best possible 4. Plan the solution
solution
5. Construct a prototype Carry out the plan 5. Test solutions (perform
experiments)
6. Test and evaluate the 6. Interpret data, Draw
solution conclusions
7. Communicate the 7. Presentation of results
solution
8. Redesign Looking Back 8. Develop new hypotheses

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 Flowchart For Problem Resolution

YES NO
Is It Working?

Don’t Mess With It!

YES Did You Mess
With It?

YOU IDIOT!
NO

Anyone Else YES

YES Will it Blow Up
Knows? You’re SCREWED!
In Your Hands?

NO NO
NO Can You Blame
Hide It Someone Else? Look The Other Way

Yes

NO PROBLEM!

Engineering and Science

• Engineering is a mathematical and scientific endeavor that

requires a good deal of reason about materials, structures,
energy, etc.

• Mathematics and science help engineers analyze existing ideas

and their embodiment in ”things.”

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 Engineering and Science

Engineers design and develop objects

which are perceived as needed but do
not occur naturally or where needed,
Scientists concern themselves primarily with
understanding the world and nature as it is.

Experience

Question,
Problem

Through Scientific Inquiry Through Technological Design

Goal: Understanding the Goal: Affecting the Natural

Natural World World

Planning/Design

Obtaining Data Evaluating

Organizing Data Generalizing

Analyzing
Data

Decision

Action/Product

Chemist Approach to Problem Solving

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 ChE Approach to Problem Solving

Next Generation Science Standards

• Content Standards - “Conceptual Categories”
• APPENDIX H – Understanding the Scientific Enterprise:
The Nature of Science in the Next Generation Science
Standards
• APPENDIX F – Science and Engineering Practices in the
NGSS
• APPENDIX I – Engineering Design in the NGSS
• APPENDIX L – Connections to the Common Core State
Standards for Mathematics
• APPENDIX M – Connections to the Common Core State
Standards for Literacy in Science and Technical Subjects
• Appendix K – Model Course Mapping in Middle and High
School for the Next Generation Science Standards

APPENDIX F – Science and

Engineering Practices in the NGSS

In addition to the “Conceptual Categories”,

NGSS includes “Practices of Science and
Engineering”.

Use of the term “practices” is meant to emphasize

that engaging in scientific investigation requires
not only skill but also knowledge that is specific to
each practice.

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 Eight Practices of
Science and Engineering
1. Asking questions (for science) and defining problems (for
engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations (for science) and designing
solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information

Engineers are basically problem solvers. It is the purpose

and function of the engineer not only to design products,
but to keep improving upon their design. The products of
today contain many improvements over those first
created by early engineers.

Engineers:
• Design things that meet the needs of people, the
community, and society.
• Analyze existing objects for improvements.
• Re-think and re-engineer existing objects.

ENGINEERING DESIGN PROCESS

Engineering design is …a collaborative process to
investigate, create, plan, make, test, improve,
and evaluate solutions to a problem.
• Identification of the Problem
• Analysis of the Problem – Design Constraints
• Research the Problem – Information Gathering
• Brainstorm Alternative Design Solutions
• Modeling “Best” Solution
• Testing and Evaluating Model/Prototype
• Refine and Retest Model/Prototype
• Communicate Final Design (e.g. Presentation)

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 The Cyclic Design Process
Identification of
the Problem

Communicate Research the

Final Design Problem –Gather
e.g. Presentation Information

Engineering
Design Process
Analysis
Refine and Retest of the Problem
Model/Prototype - Design Constraints
Gathering

Testing and Brainstorm

Evaluation Alternative Design
Model/Prototype Solutions

Modeling
“Best” Solution

Engineering Design Process

“Defining and Understanding the Problem”
• Identify the Problem
– What does the customer need?
– What problem needs to be solved?
– Not always clear
• Research the Problem – learn all you can
– What background information is needed before we can
start developing possible solutions?
– What sources do we need to obtain that information
– How reliable are those sources?
– What previous work has been done on this or similar
problems that could be used?

Engineering Design Process

“Analyzing the Problem and Brainstorming”
• Design constraints
– Technology, economic (pricing vs. market demand),
human interface problems, government regulations,
usability (i.e battery life)
• Develop initial specifications meeting constraints
• Discuss concept of brainstorming
• Design alternative solutions and analyze each to
determine its fit within the requirements
– Simulation vs. real product
– Many times this is just feasibility, not final design

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 Engineering Design Process
“Selecting the Best Solution”
• From previous step, determine best solution
– Need constraints and initial specifications to determine
why best solution
• Model solution, and determine if you were correct
– Calculations, computer simulation
• Iterative step – might not have picked the best
solution initially
– Might not know this until next step

Engineering Design Process

“Testing, Evaluating, and Refining the Design”
• Develop more detailed specification and test protocol
– Test for failure, not success
• Build prototype
– May not be final production methodology
• Test prototype
– Might not work (pick alternative solution) or cancel project
• Redesign and retest until satisfied
– Need finite end
• Closer to real production product than early prototype
– Alpha vs. beta testing

Engineering Design Process

“Communicating the Final Design”
• Engineering Documentation
– Requirements document, specifications document,
testing documents
• Technical material
– Schematics, blueprints, operating and technical manual
– Service manual
• Marketing material
– Why the product is terrific!
• Sales presentation material
– Cost, distribution, availability

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 Things to Consider: Product Attributes
in Engineering Design
• Power. The amount the product • Ease of use. Can the customer
produces or consumes. operate it easily and intuitively?
• Speed. How fast does it operate? • Aesthetics. Is it pleasing to see,
How long will it take to feel, touch, or hear.
manufacture? • Ethics and social impact. Will it
• Cost. The price to the consumer benefit or harm people and the
to purchase, the cost to the social or physical environments in
company to manufacture, and the which they live?
cost its implementation will have • Maintainability. How easily and
on society in general. cost-effectively can it be kept in
• Reliability. How well does it good working order?
operate? How long will it last? Is it • Testability. How easily and
a quality product? effectively can it be tested by the
• Safety. Are there any health manufacturer prior to volume
risks? production for the market?
• Functionality. Does it perform the • Manufacturability. What issues
desired tasks effectively? must be addressed in the
manufacture of the product?

From http://www.micron.com/students/engineer/design.html

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 More Things to Consider:
Non-Product Attributes in Engineering Design

• Personal interests of the engineer

• Company interests and values
• Size of company
• Needs of the community
• Economics and marketability
• Political climate
• Familiarization with the technology

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Design Criteria

• How can failure

occur?
• What design features
can prevent that
failure mode with
introducing another
one?

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 THIS, BUD, ‘S FOR YOU
Some years ago, in a popular commercial on television, a
fellow smashed a beer can against his forehead. Did it
hurt? Was the can closed or open, and would that make a
difference? (This question requires only a theoretical
answer. Do not attempt to investigate through investigative
means.)
Although aluminum beverage cans must be designed
primarily to withstand the internal pressure of their
contents, most are designed to be strong enough (before
being opened) to support a good-sized person standing on
them. What would be the reasons for this design criterion?

DESIGN CHALLENGE
A large cosmetic company had a problem
that some of the soap boxes coming off the
production lines were empty. The problem
was quickly isolated to the assembly line,
which transported the packaged boxes of
soap to the delivery department: some
soap boxes went through the assembly
line empty. The management is seeking a
solution to the problem.

DESIGN CHALLENGE
Suggested solutions
1. Several engineers spent much time and money
in devising an X-ray machine with high-res
monitors manned by staff to watch all the boxes
on the line to make sure they weren’t empty.
2. A workman hearing about the problem came up
with a different solution. He got a powerful
industrial fan and pointed at the assembly line.
As each soap box passed the fan, the empty
boxes were blown off the line.
Moral: Sometimes the simplest solution is the best!

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 DESIGN CHALLENGE

Have students explore an everyday, well-

known artifact such as a paper clip, pencil,
paper cup, soda can, or other object.
They can research the development of the
artifact, and design an improved version
of the artifact using the design process.

Lesson: Pharmaceutical Research

Design Problem
TeachEngineering
https://www.teachengineering.org/view_lesson.php?url=collection/
mis_/lessons/mis_pharma/mis_pharma_lesson01.xml
Lesson Focus: Through this lesson and its associated activity,
students explore the role of biomedical engineers working for
pharmaceutical companies. Students participate in the research
phase of the design process as it relates to improving the design
of a new prescription medication. During the research phase,
engineers learn about topics by reading scholarly articles written
by others, and students experience this process. Students draw on
their research findings to participate in discussion and draw
conclusions about the impact of medications on the human body.

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 Lesson: Can You Copperplate?
TryEngineering
http://tryengineering.org/lesson-plans/can-you-copperplate
Lesson Focus
Lesson explores chemical engineering and explores how the
processes of chemical plating and electroplating have
impacted many industries. Students work in teams to copper
plate a range of items using everyday materials. They
develop a hypothesis about which materials and surface
preparations will result in the best copper plate, present their
plans to the class, test their process, evaluate their results
and those of classmates, and share observations with their
class

Re-Engineering: A Challenge
Ask students to explain how parts are related to
other parts in systems.
For example, a car, a household device, or a
human being.

Estimate the effect of making a change in one part

of a system on the system as a whole.

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There should be no problem that your students
cannot solve!

Questions

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