Pre Engineering “Rube Goldberg” Design Challenge

Project Packet

Spring 2018

“To invent, you need a good imagination and a pile of junk.” – Thomas Edison

Rube Goldberg Pour a Bowl of Cereal Design Challenge

A Rube Goldberg Machine (RGM) is a crazy contraption, which accomplishes a simple task in the most complicated – and funniest - way possible! Based on the “Invention” cartoons of the famous Pulitzer Prize-winning American cartoonist, Rube Goldberg, actual machines are at the heart of the Rube Goldberg Machine Contest. They use everyday items (mostly junk!), they tell a story and, most important of all – they make you LAUGH.

However, millions of tinkerers, makers, inventors, “mad” scientists, and DIY’ers make Rube Goldberg Machines all the time. They cannot help it! While they are having fun creating kooky solutions to simple, everyday tasks, they also happen to be incorporating elements of Science, Technology, Engineering and Math (with Art and design thrown into the mix!). People who make Rube Goldberg Machines – whether for fun or to solve an actual task – are innately curious problem-solvers who often say, “I can fix that!”

The word “rube” has been redefined as someone who loves to make Rube Goldberg Machines.

Background about Rube Goldberg …

Rube Goldberg (1883-1970) was a Pulitzer Prize winning cartoonist, sculptor and author. Reuben Lucius Goldberg (Rube Goldberg) was born in San Francisco on July 4, 1883. After graduating from the University of California Berkeley with a degree in engineering, Rube went on to work as an engineer for the City of San Francisco Water and Sewers Department. After six months, Rube shifted gears and left the Sewers Department to become an office boy in the sports department of a San Francisco newspaper. While there, he began to submit drawings and cartoons to the editor until he was finally published. Rube soon moved from San Francisco to New York to work for the Evening Mail drawing daily cartoons. This led to syndication and a national presence – and the rest is history. A founding member of the National Cartoonist Society, a political cartoonist and a Pulitzer Prize winner, Rube was a beloved national figure as well as an often-quoted radio and television personality during his sixty-year professional career. Best known for his “inventions”, Rube’s early years as an engineer informed his most acclaimed work. A Rube Goldberg contraption – an elaborate set of arms, wheels, gears, handles, cups and rods, put in motion by balls, canary cages, pails, boots, bathtubs, paddles and live animals – takes a simple task and makes it extraordinarily complicated. He had solutions for How To Get The Cotton Out Of An Aspirin Bottle, imagined a Self-Operating Napkin, and created a Simple Alarm Clock – to name just a few of his hilariously depicted drawings.

The promise and pit Falls of modern technology make Rube Goldberg’s inventions even more relevant now than when they were originally created. From think tanks in Silicon Valley, to the New York Times, to Sunday morning’s Meet the Press, hardly a day goes by without the name “Rube Goldberg” being invoked. In fact Rube Goldberg is an adjective in Webster’s Dictionary. Rube did not build the machines he drew, but his cartoons have become an inspiration to aspiring engineers and scientists across the world. The Machine Contest brings Rube’s comic genius to life for millions of fans. Covered widely by the national media, the winning team and their working invention have often appeared on late night talk shows like David Letterman, Jay Leno or Jimmy Kimmel Live.

At a time when the U.S. is looking to inspire young minds, Rube Goldberg’s legacy represents the best in American innovation, humor and unconventional thinking; an inspiring model for us all.

Your Mission …

Working as a team design a Rube Goldberg device to meet the challenge described below. Your device should be elaborate, creative and use mostly common elements that can be found around the average person’s house.

NOTE: 95% of this project will take place OUTSIDE of the school. You will have very limited time during class to collaborate. When you

pick your team members PLEASE chose wisely.

Why an RGM …

The goal of this project is to encourage you to use your critical thinking and problem solving skills while having some fun in the process. In this semester long project you will employ the STEM (science, technology, engineering and mathematics) skills you have learned since entering school as well as some humor and story-telling as you create your RGM’s (Rube Goldberg Machines).

The term “Rube Goldberg” is an adjective (as defined by Webster) and is used to describe an overly complex contraption that has be designed (and often built) to accomplish a singular and often simple goal/task. The best RGM’s uses a variety of every-day items in a whimsical way to create a series of chain-reaction steps to accomplish the simple task set forth.

Resources … Youtube RubeGoldberg.com http://pbskids.org/zoom/games/goldburgertogo/index.html internet searches for Rube Goldberg machines

Information …

NOTE: This a two part project, you are doing part 1 this 9 weeks, part 2 will be next 9 weeks. In part 1 you will

Put yourselves into teams (number of person per team is determined by the instructor). Develop a team name (must be in the spirit of RGM) Develop a team logo Use the Engineer Design Process to develop your RGM Present your ideas and prototype to the selection committee

Due Dates … Part I of the project will be due the week of March 5. Each team will be assigned a specific day to present.

Team Organization … Effective team building is required for good team management. Each team member should be assigned a specific task or tasks. Jobs may be rotated throughout the team as the term progresses. The following are suggested team positions: Team Captain (TC) – The TC is responsible for calling and running all meetings. A TC and a Co-TC are

recommended per team. The TC will also be responsible for assigning task to other team members and making sure those task are completed correctly and on time. The TC is the liaisons to the instructor.

Documentation Coordinator – This team member is in charge of keeping accurate records of team

meetings, the team’s Engineering notebook and expenses. He/she is also responsible for compiling the team’s expense report.

Presentation Coordinator – This team member will oversee all aspects of both team presentations.

Construction and Safety Captain – This team member will oversee construction of your RGM and will

enforce and record safety rules.

Each team can create other job titles and assign tasks that the team deems necessary.

The Task POUR A BOWL OF CEREAL

Machine Specifications Value

Minimum number of steps 20 Maximum number of steps 75

Height Maximum 8’ Overall Footprint Maximum 10’ x 10’

Machine volume (Footprint Area x Height of highest point on the machine)

300 cubic ft or 8.5 cubic meters

Single run time Maximum 2 minutes Machine Explanation and Walkthrough Maximum 3 minutes

Reset Time Maximum 8 minutes Machine Noise 100 dB

Air compressor hoses, AC or DC power cords, and/or water hoses running to or from the machine

2 total

Hazardous materials, explosives, or flames Not allowed Electrical arcing Allowed with safety approval of Instructor

Use of live animals Not allowed Team Name and Logo Must be included on the RGM

Corporate logos Allowed, with written permission from the logo

owner. All responsibility for copyright permission rests with the team

Use of profane, indecent, or lewd expressions Not allowed

Objects flying beyond machine boundaries

- 5 Points PER object. Includes drops of water, slivers of balloon, and

other “small” objects. Steam and other gases are exempt from this rule

Safe for participants and observers Required Setup Time Maximum of 30 minutes

Tear Down Time Maximum of 10 minutes

Attempts Maximum of 2 with no penalty. -5 points PER

attempt over 2.

Projectiles Can not go out of the physical size area and can

not pose any hazard to those watching

Calculating Machine Volume TEAMS must design their machine to fit in an overall volume of 300 cubic feet (8.5 cubic meters). The machine volume is defined as the overall footprint (area) of the machine (rounded up to the nearest foot) multiplied by the height of the tallest step.

Teams may build a machine in any shape they wish, so be creative!

How to Calculate the Volume of a Machine 1. Draw out your machine footprint on the grid in this packet.

NOTE: The overall dimensions of your machine may not exceed 10’ length x 10’ width x 8’ height (3 m x 3 m x 2.4 m).

If any part of the machine enters any of the 1’ x 1’ (0.3 m x 0.3 m) squares (even if it does not touch the ground/table), the entire square must be counted.

2. Count the number of 1’ x 1’ (0.3 m x 0.3 m) squares into which the machine footprint falls. This is the area of the machine footprint. EXAMPLE: area = 44 squares

2. Measure from the lowest to the highest point of your machine; this is the height of your machine.

NOTE: If the ENTIRE machine sits on a table, the height of the table may be excluded from the height of the machine. If only ONE section of the machine uses a table, then the height of the table must be included in the height of the machine.

EXAMPLE: The tallest part of the machine is a 5’ tower, so height = 5’

4. Calculate the Machine Volume using the formula: area x height = machine volume EXAMPLE: 44 squares (area) x 5’ (height) = 220 ft3

5. Your Machine Volume must be equal to or less than 300 cubic feet (8.5 cubic meters) EXAMPLE: 220 ft3 ≤ 250 ft3 (maximum) Machine Volume is within specifications

MACHINE VOLUME WORKSHEET (This page and the next page must be included in your notebook)

Team Name: __________________________________________

STEP 1: On Grid Paper (next page) draw the footprint of your machine …. NOTE: If any part of the machine falls within a square, you must count the entire square. . STEP 2: Count the number of footprint squares …. This is the area of your machine. NOTE: Each square is 1’ x 1’ (0.3 m x 0.3 m) AREA: _______________ STEP 3: Measure the height of your machine …. NOTE: The maximum height is 8’ (2.4 m) HEIGHT: __________________ (choose one: ft or m) NOTE: If your ENTIRE machine sits on a table, the height of the table may be subtracted from the height of the machine. If only PART of the machine sits on a table, the table height must be included in the height of the machine. STEP 4: Calculate the volume of your machine …. _____________ X _____________ = _______________ AREA (squares) X HEIGHT = VOLUME (ft3) STEP 5: Verify machine volume equal to or less than 300 ft3 (8.5 m3). YOUR MACHINE VOLUME (ft3 or m3) ≤ 300 ft3 (8.5 m3) ____________________ (ft3 or m3) ≤ 300 ft3 (8.5 m3) We hereby confirm our calculations are correct. We understand at the time of our presentation and demonstration, our machine may be measured to confirm our submitted calculations. Deviations beyond the maximum allowed footprint and/or volume will result in rules violation and deduction of 20 points. Team Captain Signature ___________________________________ Date_______ Note: Each square is 1’ x 1’ (0.3 m x 0.3 m)

Tips … Machine Introduction and Walk-Through: This is your team’s chance to shine and be creative! We want to hear the story your machine tells, and understand how the steps represent the theme and key elements of the story. The Machine Introduction should not be a systematic explanation of how the steps work, but rather a story that references the most unique and important steps of your machine. Materials: RGMs should be “green” machines, made of recycled items, wherever possible. Everyday, household objects are best and you can use just about anything! Not just toys, but a lamp, chair, fork, your grandpa’s suspenders – you name it! Try using items differently than for their original purposes – an overturned bike’s wheels can generate momentum, or a chair on top of a table can give you the power of gravity. Creativity is key - look in the basement, garage or junk drawer, rummage around for old keys, check out a yard sale for weird stuff no one else wants!

Dominoes and marble runs: Rube Goldberg never used dominoes in any of his machines! Marble runs and falling dominos are fun to look at – but they are not very creative. We encourage you to be resourceful and find alternatives in creating your machine’s energy transfers. IMPORTANT: Identical transfers of energy in succession will be counted as 1 step. For example, a thousand dominos falling onto each other will be counted as one-step.

Humor: Rube Goldberg was a cartoonist – he was very funny! RGMs should work but they also need to capture attention. The more theatrical and funny your machine is, the better it will score! The most successful teams have members with diverse skills including; engineers, entertainers, mathematicians, and comedians working together!

Plan enough time to build your machine: Making something look easy is hard – and it takes a lot of time. We recommend at least a month to build, test and ready your machine for competition. Run your machine often-make sure the steps are all working as they should. The most successful machines are not built the week before the competition!

Travel: Travel is tough on machines! Make your machine in small, sturdy sections which can be transported easily and safely – and quickly and simply set up. Duct tape and cardboard machines usually fall apart on their way to competitions. Bring extra materials on the day of your presentation, just in case! Double-check the dimensions of doorways and hallways here and whatever vehicle you are using for transport - and make sure your machine fits!

Some Frequently Asked Questions … Q: What kind of cereal should we use?

A: You can use any type, size or brand of cereal in the task. The box that was provided for you was only an example, incorporating that specific type, size or brand into your RGM is optional.

Q: What is a step?

A: A step in the machine is a transfer of energy from one action to another action. Identical transfers of energy in succession will be counted as 1 step.

Example: A sequence of dominos hitting each other will be counted as 1 step.

Q: What is a touch/human intervention?

A: Any physical touching or action to continue the operation of the machine after the machine begins a Contest run. Multiple touches/human interventions on the same step in the same Contest run count as a single touch.

Example: Your machine stops because one step does not trigger another. A team member interacts with the machine through a physical touch or other device to trigger any steps that follow.

Q: What is reliability?

A: Reliability is how well a machine runs in a single run. For example, a single machine run with no interventions is scored higher than a single machine run with 2 interventions.

Q: What is repeatability?

A: Repeatability is how consistently a machine runs across multiple runs. A machine that works perfectly every time is ideal, but a machine that fails in the same place each time it runs is much easier to debug than a machine that fails in different places every time.

Q: Can programmable logic controllers or microcontrollers be used?

A: Yes, but their use must fit within the definition of a step. Steps that use controllers should be clearly stated in the written step list and include detailed information on how the transfer of energy is accomplished. Using controllers as a fail-safe is illegal and will result in disqualification.

Example: A ball falls onto a switch connected to a controller that turns on a motor.

NO: If the ball misses the switch but the controller still starts the motor, the controller is not transferring energy from one action to another action. It is acting as a fail-safe instead of a step and is illegal.

YES: If the ball hits the switch and the controller starts the motor, the controller is transferring energy from one action to another action and is consistent with the definition of a step.

Q: Does completing the task have to be the absolute last step?

A: Any steps that occur after the task has been completed do not count. However, you are free to have steps after the task is completed, even though they do not count toward your total number of steps.

Q: Would an inadvertent piece of popped balloon or silly string leaving the machine boundaries affect our team’s score?

A: All objects must be contained within the calculated machine volume. This includes anything that is considered inadvertent. Safety is key to your fellow team members, Instructor and any guest. If your team has identified a flying object within the machine, your team must contain the object. All objects, including inadvertent objects, that leave the machine boundary will result in a penalty.

Notebook and Presentation …

Each team must maintain and submit an RGM Engineering Notebook.

The notebook should contain (in this order) and each indicates the start of a new page/piece of paper. A cover sheet with the team name, list of team members and a computer generated graphic that

represents the task you have selected to take on. This must be in the viewable section of the view binder notebook.

The task the team selected* (2 or 3 sentences) Research conducted into the task along with a detailed explanation of how the team plans to

turn this task into a RGM* (minimum of 1 page … maximum of 2 pages) Minimum of 2 different sketches from each team member showing how the RGM task will be

accomplished Detailed sketch of the final RGM design the team plans to build (including notes, dimensions,

descriptions of items you are planning on using, etc …). The Machine Volume Worksheet A detailed explanation of how the team collaborated and how you arrived at the final design.*

(minimum of 1 page … maximum of 2 pages) A detailed explanation of any problems encountered and what you did you correct/fix the

problem.* (minimum of 1 page … maximum of 2 pages) Projected list of items you plan to use. This must also include the cost of each item. If an item

did not cost anything it should be listed a $0.00 in the cost column. A total cost should also be included* (1 page)

Projected list of tools you plan to use during the construction of your RGM* (1 page) Minutes from ALL team meetings.* (as many pages as necessary)

*must be typed, double spaced, using Times News Roman 12 point font with 1/2” margins Note: With the exception of the hand drawn sketches EVERYTHING else must be typed. I will not accept a handwritten notebook. The day of the presentation each team member should be dressed in a professional manner, as if you are giving your presentation to a group of investors. Gentlemen should be wearing slacks, a dress shirt, a tie and nice shoes (no tennis shoes!) and ladies should be dressed nicely … a dress, skirt/blouse or slacks and nice shoes. If there is a problem with the dress please see me individually. DO NOT go out and purchase new clothes just for this presentation. The team presentation should include:

Introduction of the team by name Introduction of each team member and their area of responsibility The approach you team took to answer the challenge An explanation of how your device should/will work Some type of demonstration of the team’s proposed solution. This has to be a physical

prototype/model**. This is considered Proof Of Concept and is the build BEFORE you build the full size working model next term.

Explanation of what problems you encountered and what you plan to do differently for your final presentation.

** working or non-work model for this purpose, typically this is a working model **The scaled working model does not have to made of the final working model materials

The team should be rehearsed and not “winging” the presentation. Everyone must have an equal speaking part. The demonstration of the RGM can be dominated by one or two of the team members.

Moving Forward to Part II Your presentation will be made to the committee (aka your fellow classmates). The committee will be deciding factor as to whether your team gets to move on Part II or you have represent. At the end of your team’s presentation, following any questions, you will be asked to leave the room while the committee discusses your presentation/RGM ideas. After they have finished their discussion they will take vote of which will result in 1 of 3 decisions. A “Thumbs Up” from the committee means that you get move on to Part II.

A “Thumbs Sideways” from the committee means you must go back and tweak your idea and then

represent on the next available day. o The next available day could be the next day (24 hours later) or it could be several days

depending on the size of the class and on which day presented.

A “Thumbs Down” from the committee means you must go back and completely REDEVELOP your idea, REDESIGN your RGM and then REPRESENT on the next available day. .

o The next available day could be the next day (24 hours later) or it could be several days depending on the size of the class and on which day presented.

The majority rules* *Instructor reserves the right to override the committee decision if he deems the committee is being vindictive towards the group or any individual in the group.

Grading I will be using several different rubrics to grade this project. The first rubric (worth 50 points) will be used to grade the team notebook.

The second rubric (worth 50 points) will be used to grade the individual EDP Journal. I will be looking

at the first 4 parts of the EDP (front cover, 1, 2, 3, 4, back cover) and the back page. These two will be added together to get your Project Grade which will go in as an Assignment Grade (50% category). The third rubric (worth 100 points) will be used to grade your presentation.

This will go in as an Exam Grade (10% category). There will be participate grade given to those on the committee. This grade is based on my observations of your participation on the committee and will include asking questions and giving feedback and critique to the other teams as they present.

Rube Goldberg

POUR A BOWL OF CEREAL Part 1 - Notebook Grading Rubric

50% of Project Grade

Team Name: _____________________________________________________________ Team Members: ___________________ _____________________ ___________________ _____________________ Presentation Date: _________________ Block # ________ Date: _________

Topic Available

Pts Pts

Scored Notebook in order according the given instructions 4 Cover sheet with the team name, list of team members and a computer generated graphic that represents the task present and in its proper location 4

2 to 3 sentences describing the approach the team chose to take to solve the task (general statement) 4

Research conducted into the task along with a detailed explanation of how the team plans to turn this task into a RGM (minimum of 1 page … maximum of 2 pages) 4

Minimum of 3 different sketches/ideas from each team member showing how the RGM task will be accomplished

5 (graded per team

member)

Detailed sketch of the final RGM design the team plans to build (including notes, dimensions, descriptions of items you are planning on using, etc …) 4

Machine Volume Worksheet (competed correctly) 5 Detailed explanation of how the team collaborated and how, as a team, they arrived at the final design. (minimum of 1 page … maximum of 2 pages) 4

Detailed explanation of any problems encountered and what was done to correct/fix the problem(s). (minimum of 1 page … maximum of 2 pages) 4

Projected list of items the team plans to use including the cost of each item and a total cost (1 page) 2

Projected list of tools needed for the construction of their RGM (1 page) 2 Minutes from ALL team meetings. (as many pages as necessary) 4 Everything is typed, double spaced and used Times News Roman 12 point font with 1/2” margins was 4

Score out of 50

Rube Goldberg

POUR A BOWL OF CEREAL Part 1 – EDP Journal Grading Rubric (Individual Grade)

50% Project Grade

Team Member: __________________________________________________

Topic Available

Pts Pts

Scored Cover page filled out legibly and correctly 2 Conveyance of the Problem the team is working to solve 4 Research discuss the current solution(s), list the pros and cons of the current solution(s) and discuss how you could improve on the existing solution?

5

3 sketches of possible solutions (refer to notebook) 4 Evidence of Collaboration 5 Sketch of the final solution (refer to notebook) 3 Materials List (refer to notebook) 2 Some type of physical demonstration of teams solution to the problem 3 Evidence of Testing and Evaluating solution before bringing it in 6 Equal participation in the Presentation 4 All of the team members are listed (on back page) 2 Related mathematical concepts used through the first 4 steps 5 Related scientific principles through first 4 steps 5

Score out of 50

Notebook Grade + EDP Grade = Individual Project Grade

Rube Goldberg

POUR A BOWL OF CEREAL Part 1 - Presentation Grading Rubric

9 Weeks Exam Grade

Topic Available

Pts Pts

Scored EVERYONE dressed in a professional manner* 10 Everyone on the team introduced by name 5 Everyone’s area of responsibility stated 5 Approach the team took to answer the challenge discussed 15 Detailed explanation of how the device should/will work 10 Physical RGM demonstration 10 Team explained what problems they encountered and what they plan to do differently for their final presentation?

15

Team appear to be rehearsed and not “winging” the presentation 15 Everyone have an equal speaking part 15

Score out of 100

The day of the presentation each team member should be: Gentlemen should be wearing slacks, a dress shirt, a tie and nice shoes (no tennis shoes!) Ladies should be dressed nicely … a dress, skirt/blouse or slacks and nice shoes.

If there is a problem with the dress please see me individually ASAP. DO NOT go out and purchase new clothes just for this presentation.

Problem-Solving Strategies Methods for Team-based Activities The following resource is an excerpt from “Total Quality Learning® (TQL®): A Team Development Workbook for Thinking Skills Sports.” For an individual or team activities following the formal Problem-Solving process—at least until the entire team is comfortable and familiar with it and is able to effectively follow the steps—increases the team's chance for success. The Scientific and Engineering Methods Most schools teach the scientific method; however, few teach the difference between the scientific method and the engineering method. While there are similarities, the two methods have different purposes and outcomes. The scientific method takes a problem and seeks information through research, for the purpose of seeking new knowledge. This new knowledge may or may not be applied to the development of a new product. A new product that may be developed by using the scientific method is not the primary motivation for using the scientific method. For example, the scientist may discover that a particular combination of chemicals produces a new molecular structure that is non-polluting and appears compatible with gasoline under certain conditions, but at this time there is no proven use for this new structure. The finding is interesting and potentially useful. The engineering method is not used for the primary purpose of gaining new knowledge, rather it is applies knowledge to a problem and produces a new solution or product. The result of the engineering method is usually a new product or process. Knowledge gained during the engineering method is not the primary purpose for using the method. Using the same molecular structure discovery, the engineer would seek ways to enhance the performance of gasoline, to manufacture the structure, and to ensure its continued effectiveness over a long period. Engineers would also ensure that it is environmentally sound and cost-efficient. The structure, and the knowledge gained from its discovery, can now be used to benefit humankind. The Problem-Solving Process Starting on the next page (and in your EDP Journal) I have defined seven major areas of focus for problem-solving, each with additional sub-steps, which enable you and your team to see the flow of the total process. Some sub-steps may be eliminated by your team or not consciously worked through.

Major Areas of Focus and Sub-steps 1) Define the Exact Problem (Identify the Problem): Define the problem Analyze the problem Determine the problem's scope and limits Gather resources that may help enhance understanding of the problem

2 and 3) Decide How to Approach the Problem (Research the Problem and Develop Possible Solutions): Generate a wide range of ideas about how to go about solving the problem Plan and select an approach for initiating a formal Problem-Solving process Generate alternatives and elaborate on proposed solutions

4) Focus On an Appropriate Solution (Select the Best Solution): Focus Intensify data and resource search and analysis Evaluate and select the best alternative

5) Implement the Solution (Prototype the Solution): Design, build or implement the best solution

6) Test the Solution (Test and Evaluate the Solution): Test the implementation Refine and optimize the solution

7) Evaluate and Refine the Solution (Redesign): Evaluate performance and track effectiveness Maintain and sustain improvement Repeat the process to improve the new solution

Sub-steps Expanded Define the problem (Identify the Problem). State what need is to be developed or accomplished and what customer needs will be satisfied by solving the problem. It is important that all team members agree on and are comfortable with the definition of the problem. An unclear definition of the problem is likely to cause the solution to be rejected. Is the problem clear? Does the definition of the problem set a clear objective? If not, and the problem can’t be redefined by

the team, can the team agree on how they will define the outcome or objective? Are any potential solutions ruled out by the parameters of the definition? Are sub-problems included and can they be addressed separately? Does the problem define the population to which the solution will be applied?

At this stage the team is refining its thoughts on exactly what the team members must do and what they can or cannot do. For example, if the problem is: "Design a robot which will move 10 feet, remove three ping-pong balls from a box, put the balls in a bag, return to the starting place with the bag of balls and signal when it is done." The team must determine the exact parameters of the problem statement and may ask: Must the robot walk? (No) Must the robot pick up the balls? (No) Must the robot hold the bag? (No) Must the robot talk? (No)

Analyze the problem (Research the Problem). Problems normally have underlying causes or factors that may or may not be obvious. Determining what these factors or causes are is essential to addressing the problem properly. For example, if, in an industrial setting, a company decides to increase the use of robots the decision may be made for various reasons. The factory may be in a location where there are insufficient numbers of workers (a personnel problem); the Federal Government may have implemented new safety standards and the only way to meet them is to have robots replace humans (both a personnel and regulatory problem); or profits are decreasing and the company must increase its production output to retain profitability (a financial problem) and the only way to do this is to supplement workers with robots. Each underlying reason could have a different impact on the type and number of robots that are designed for this business. Determine the problem's scope and limits. Identify sub-problems that may exist or that must be solved, and clarify restrictions and the realm of allowable solutions. What, if any, sub-problems exist? Can we break the problem down into a sequence of sub-problems? In what priority should the sub-problems be addressed? What bounds are established by time, cost, space, safety, production capabilities and processes,

aesthetics, energy costs, ecology, or the need to recycle? Are bounding conditions independent? Are they absolute or can there be trade-offs and adjustments? What limits are imposed by standards or codes?

Gather resources that may help enhance understanding of the problem. Proposing solutions without a somewhat broader understanding of the problem can often lead to "wheel spinning." Your team may decide to approach an engineer or others and ask them how they "read" or interpret a problem and its underlying assumptions or causes. Have others tried to solve this problem before? Who, when, how and where? What problems did others find in trying to solve this problem? What do we have to find out to solve this? Is there a single resource or place where this type of information might be located? If so, might it save

us a lot of time? Generate a wide range of ideas about how to go about solving the problem (Develop Possible Solutions). At this point, a brainstorming session might be helpful. The purpose here is to get team members thinking “outside of the box” while keeping in mind the problem itself and potential methods of solution. The purpose here is not to propose detailed solutions, but to expand the team's thinking about possibilities. For example, the team members might list ways in which they could go about solving the problem. These might include designing a new device, searching catalogs to buy a somewhat similar device and modifying it, or even taking the chance to redefine the problem to fit their vision of the device’s purpose. Plan and select an approach for initiating a formal Problem-Solving process. Determine what activities the team must go through to solve the problem and in what order they should be approached. Now that the team has defined the problem, has some ideas and knowledge of available resources, and may even have some unique possible solutions, the next step is to figure out how to bring this information together and accomplish a task or set of tasks that will develop a quality solution to the problem. The problem may need to be approached in a "parallel" fashion rather than by using a "serial" approach. Parallel processing is when team members, sub-teams or the full team addresses multiple problems and activities at the same time by organizing time and resources into a matrix of opportunities. A serial approach is when every step is dependent on the completion of the preceding step and multiple steps cannot be accomplished simultaneously. Consider the following: How can we identify and distribute the workload quickly, efficiently and fairly so that our team

members can have the most time to work together and also potentially have remaining time to assist others?

Generate alternatives and elaborate on proposed solutions. The team may determine that a question or set of questions can be deduced intuitively and without calculation. This could result from a known mathematical or scientific principle that virtually eliminates most of the answer choices given. Focus (Select the Best Solution). Having used the techniques presented in the previous step, the students can now determine the one or two solutions that have the greatest potential for success.

Intensify data and resource search and analysis. At this point, teams should be dealing with no more than two reasonable answers or approaches to a solution. The team should do a relatively quick but rigorous search of resources to help them decide on the final choice. Questions to consider include: If data is known, where do we find it? If data is unknown, what research do we have to perform and should we perform it? What guesses or estimates do we have to make, and do we feel comfortable with those? What is the validity of the information used?

Evaluate and select the best alternative. The results of the team's search should be discussed and used as supporting information to help define criteria. The group may elect to use a Rule of Reduction, Multi-Voting, or Matrix approach to make the final decision on which option to pursue or which way to proceed. The basic decision is to determine which idea or approach will actually best solve the problem. What criteria are the most important? If validation tests are required, which test do we select?

Design, build or implement the best solution (Prototype the Solution). Using all the prior data, the team should have a broad understanding of what is needed to make the final choice. In some industries that make billion-dollar decisions, this process may continue for a decade. Test the implementation (Test and Evaluate the Solution). In some ways, the analysis of this step is obvious. Your main objectives should be to learn if the solution worked or to what degree did it work? Other considerations include: Does the product or solution work as anticipated? Does it solve the problem? To what extent is the final real object, process or system different from the concept? What are the "errors of translation?" What is the effect of every part on the whole? Was the answer right? Was our thinking process flawed?

Refine and optimize the solution (Redesign). Some people refer to this step as "tweaking," or informally searching for ways to improve the solution quickly. Ask these questions when refining the solution: Is the solution performing adequately? Are there parts of the solution that can be improved without major changes or costs? Can the solution be easily made to perform better?

Evaluate performance and track effectiveness (Communicate – Presentation of the Solution). This is the stage where the team will formally test the design when subjected to the environment of actual service. This could be a field test or pilot test. This stage is not only the engineering test, but also a marketing test. The design may be excellent and flawless, but unless the product solves the problem and unless people determine that your solution meets their needs or those defined by the problem, the product or solution cannot be considered as effective as it could be. To begin evaluating and tracking effectiveness, consider: To what degree does the product satisfy the original design requirements? Can the product still be improved? Did the design process anticipate the nature or effect of the service environment? How many unanticipated problems came up? Did the product sell as expected?

Maintain and sustain improvement (Redesign). Change or improvement is measured by degree and duration. Solutions that only work for a short period of time, or those that narrowly address the issue, are not usually as valuable as those that can be sustained and have a broader impact on the target population. To sustain the impact, standardization must ensue. The improvement becomes the new minimum standard of success. The improvement is now looked at as the new foundation on which to repeat the process. Repeat the process to improve the new solution. ****************************************************************************************** Example of Meeting Minutes: Date of the meeting Name of person and their title who called the meeting to order Location of meeting Time the meeting started Who was present at the meeting Who was absent from the meeting Review and Approval of previous meeting minutes Old Business Reports/updates from ongoing tasks

Reports about completed tasks Ongoing issues related to current tasks

Objectives for today’s meeting New Business New tasks that need to be address / assigned New issues related to current task Other Business Next meeting date and time Time meeting ended

October 10, 2017 Meeting called to order by team leader John Smith at 5:07 PM at Shane’s Rib Shack, Newnan, GA Present are John Smith, team leader Jane Doe, safety leader Tim Lawson, documentation coordinator Kenny Adams, construction supervisor Absent – Hannah Jones, team co-leader Meetings from last meeting were distributed to each person prior to meeting. There was no discussion, minutes were approved. Old Business Update on current process – each team member was to develop their idea of how we should approach the solving the RGM challenge and bring those ideas to today’s meeting. Objective As a team decide on the approach we want to take to solve the RGM challenge. Assignment specific jobs Discuss ultimate goal New Business Approach John and Tim both felt like starting at the end and working our way backwards was the best approach because it would ensure the final step worked first. Kenny agreed and suggested that we pair off into teams of 2 and each team develop 2 or 3 different last steps. Jane suggested rather than splitting up we stay together and use the brainstorming method of throwing ideas out and then using the elimination process to weed the list down to the top 2 or 3 ideas. Kenny agreed saying 4 heads are better than 2 and that by using the EDP we might come up with ideas as one group we wouldn’t have thought of as two groups. Brainstorming list attached. Top 3 ideas:

1) Alkfdjalt jalthat at atha tat 2) Kathat atoaht ath ehaldj 3) Ajldht atha thioue adl

Final decision - Kathat atoaht ath ehaldj Specific Jobs Tim – pictures and video clips at each work session Jane – develop a safety lesson to be gone over at next meeting (eye glasses, hand tools, power tools, proper dress, horseplay, etc...) Hannah – assist Jane Kenny – begin sourcing materials (cheap, free, low cost) for our model/proof of concept Assignments for next meeting: John and Tim – work on ideas for steps 19 – 10 Jane and Kenny – work on ideas for steps 9 – 1 Jane will contact Hannah and she will work with Jane and Kenny

Other Business:

1) Tim wants everyone to think about if we want to add in additional steps so that we can get the additional points the instructor is offering. How many extra steps do we want to add?

2) Kenny makes a motion that the next meeting be held at Steak N Shake. Jane seconds the motion.

John calls for discussion, there is none and then the vote. Motion passes.

3) John ask Jane to inform Hannah. No other business. Next meeting is on Thursday, October 13 at 5 PM at the Steak N Shake on Bullsboro. Meeting ended at 6:32 PM. Submitted by Tim Lawson, documentation coordinator