M3H624345

INTEGRATED ENGINEERING STUDIES 3

ENTERPRISE PROJECT BRIEF

Session 2019/20

A. Nesbitt
Z. Emambokus
 M3H624345 - Integrated Engineering Studies 3 - Team Enterprise Project
Brief 2019-20

1.0 Introduction
Purpose of the Integrated Engineering Studies 3
Integrated Engineering Studies 3 provides an opportunity and an environment where
student teams can demonstrate creativity and innovation and to operate in an
enterprising manner. The module combines taught e-learning material and
workshops with project work to deliver the learning outcomes.
Teams are encouraged to identify an idea and to develop a viable business model
hypothesis detailing how an innovative idea can work as a sustainable business
proposition as well as demonstrate the technical feasibility of the idea. Teams are
given a specific technology sector in which to operate, but other sources of ideas can
be accepted if well-argued and are still within the spirit of the brief. Teams will also
explore the ethics, social responsibility, environmental sustainability, legal
compliance and intellectual property issues in the development of the idea as well as
sources of early stage investment. All teams will be expected to demonstrate the
capability of pitching their business proposition to a client/investor.
The project simulates the challenges of working in the real world where you are likely
to require to:
• work in an organised way as part of a team,
• work with finite resources,
• communicate in verbal and written form with a prospective client/investor,
• draw upon your existing collective knowledge and skills,
• acquire new skills and knowledge because the project requirements presents
new challenges and problems that, as a group or individual, you have not
encountered before,
• acquire the enterprising skills to develop test and present a business
proposition providing evidence of viability, and desirability,
• develop a proof of concept** to provide evidence of the technical feasibility of
the idea and to reduce and quantify the technical and business risk, and,
• engage in reflective practices.
E-learning units on business model innovation, testing the business idea, finance and
protection of intellectual property rights and on ethics are delivered to students for
individual study. Workshops/seminars will introduce students to entrepreneurship and
exploring early stage investment. The project also gives a context within which to
develop your insight into the engineering profession, the roles and social/ethical
responsibilities of the engineer and the frameworks within which the modern engineer
operates. The real world is also (invariably) a competitive environment and we will
be encouraging the best project deliverables to enter both local and global
business model competitions.
A significant part of your working life is likely to involve working in teams and
consequently teamwork and responsible leadership is widely recognised as a key
personal transferable skill upon which most employers will place great emphasis. The
Integrated Engineering Studies 3 also emphasises autonomy and responsibility, both
personal and collective. The responsibility for the development of the deliverables
firmly belongs with your team.
Throughout the process you will have the support of the module tutors/mentors who
will be able to encourage and guide you with technical and business support as
required.
** The nature and scope of the proof of concept is dependent on the idea
presented and it is strongly advised that you consult with the module tutor to

Page 2 of 17
 M3H624345 - Integrated Engineering Studies 3 - Team Enterprise Project
Brief 2019-20
understand what level of technical advancement and complexity you are
expected to demonstrate.

2.0 The Enterprise Challenge

As a team you are encouraged to present innovative and enterprising ideas that are
inspired by the UN Sustainable Development Goals and how it can tackle global
issues. UN SDG 11: Make cities and human settlements inclusive, safe, resilient and
sustainable, will be the goal that is explored in the module and is expected to be the
primary inspiration for any ideas the team will generate. However, if you have a great
idea that is inspired by other UN SDGs let’s hear it, the object is to encourage
innovation and the process of entrepreneurship, not shackle it.
Whatever the source of your idea, your business proposition should
demonstrate an innovative step and high levels of creativity and the potential
to become a focus for the growth of a start-up enterprise that could seek first
stage funding or gain access to a startup incubator.

3.0 E-Learning Units

The module includes a number of e-learning units you are expected to be complete.
The material will include a blend of learning activities and assignments that will be
formatively assessed. Evidence of completion of the e-learning units will be gathered
as proof of individuals gaining knowledge and understanding of the material.
Assignments will range from simple online quizzes to the submission of short written
answers to research or reflective questions.
The scope of e-learning material will explore the UN SDGs, ethical considerations,
business model innovation, finance and protection of intellectual property rights. The
student tasks section in GCULearn provides guidance on the order and completion
timelines to complete the e-learning units and associated learning activities.

4.0 Project Deliverables

4.1 Team Deliverables

Each Team will require to:
1. Complete team formation during week 1.
2. Each team should submit during week 4/5 separately worked proposals
generated by each person in the team using the worksheet provided. Each
submission shall be through a Turnitin link created for the purpose. The
proposal should be supported with sufficient background research to provide
confidence in the basis of the opportunity. Although each individual in the
team will be able to use information gather collectively, there can be no
collusion when writing individual submissions and it is an opportunity for
individuals to add their own spin, and demonstrate individual thought,
evaluation and argument. The worksheet template can be found in GCU
Learn.
The module tutors will support the process of creating the proposal by
providing guidance in team mentoring sessions and will also be responsible
for providing formative assessment and feedback of each individual
submission.

Page 3 of 17
M3H624345 - Integrated Engineering Studies 3 - Team Enterprise Project
Brief 2019-20
Please note, by week 4/5 it is expected that teams will be at an advanced
stage of idea development and will already be well underway in taking
the idea forward in the process.
3. Prepare and present in week 6 a team power-point presentation that outlines
the business idea developed up to the point of testing the business
proposition. The team presentation should make the most from the individual
worked sheets. This is assessed and counts towards the module mark. See
further for details of weightings.
4. Undertake the relevant background research into the technology platform(s)
to be used. The team should be able to identify and submit a list of any
components required for a proof of concept build for approval prior to
purchasing. This should be discussed with the module tutor before or during
week 5 at the latest.
5. Carry out the relevant risk assessments if you require to use components,
processes or engage in activity that is out with the scope of normal laboratory
activities. Your module tutor will advise you appropriately.
6. Undertake preliminary relevant background research into the market to be
developed and the competitors already in the market who may pose a
significant risk to the idea. The team should be able to verbally provide a
preliminary summary of this research by week 5. This will inform the team on
whether the idea proposed is suitable and outline the challenges the team
face in implementing a suitably costed product. It is expected that market
research will form part of testing the business idea and will continue to be
conducted after week 6, but it will be informed by any market intelligence that
has been gathered by this stage.
Please note, team deliverables for week 4/5 are ‘staging points’ in the
process to allow the module tutor the opportunity to provide feedback
to the team on progression.
7. If the team wishes to carry out primary market research using a survey of
opinion to gather market intelligence or to gather product intelligence through
focus groups, the team must complete an ethics approval form (provided
in GCU Learn) and submitted along with a copy of the survey questions to be
carried out. The form ensures ALC and the School of Engineering and Built
Environment are assured about the approach and the protection of participant
details and data. Please consult with the project tutor for further advice on
this. A completed ethics approval form along with list of survey questions
should be submitted to the class tutor by week 6 for approval.
8. The team will be required to document and demonstrate their design
prototypes at the end of the project in written submission. Embryonic
prototypes or design stages are also to be demonstrated on a weekly basis to
the module tutors.
9. Submit a written team report containing the rational, details and evolution
from embryonic idea to business proposition, the proposed business model,
the testing of the business idea, and the proposed technical solution by the
end of week 12 of the trimester. A guide is provided. No extensions will be
given other than for very exceptional circumstances and only if it has
consent of the whole team and is requested in advance. This report, at its
core, details the team's proposed solution to the challenge faced. The report
should include:
a. the rational and evolution from embryonic idea to business proposition.

Page 4 of 17
 M3H624345 - Integrated Engineering Studies 3 - Team Enterprise Project
Brief 2019-20
b. the technical design, in sufficient detail to give an investor confidence in
the technical merits of the design
c. completed elements of the ‘Business Model Canvas’
d. evidence of the testing of the business idea including any market and
competitor analysis that the team have used for to validate the business
proposition and business model presented.
e. consideration of ethics, sustainability, compliance to relevant standards
and legal obligations, IP, financing, etc.
f. Appendices should be used to expand on the theory and detail of the
various aspects covered in the report.

4.2 Personal Deliverables

In addition to the Team deliverables, each member of the Team will require to
submit:
(i) a reflective essay providing self-evaluation of the project, knowledge and skills
gained by the individual and the author’s contribution to the project, and
(ii) evaluation of every Team member’s contribution (including themselves) to the
project.
The individual reflective account and completed peer assessment sheets should be
submitted to Turnitin using the links created for the purpose in week 13. Guidance
and documents will be provided to assist you in these exercises.

4.3 Summary of Deadlines

Please consult the Task Diary in GCULearn for updates on tasks due dates and
priorities of both individual and team deliverables.

(i) An idea proposal (worksheet supplied) – week 4/5

(ii) An agreed outline conceptual design – week 5
(iii) A preliminary summary of market research carried out – week 5
(iv) Team Presentation to Client/Investor – week 6
(v) An ethics approval form for any primary market research – week 7
(vi) A combined Business Model and Technical Report – week 12
(vii) Reflective account and Peer assessments. – Week 13

Information on submission dates and on important events is published in GCUlearn.

Please keep an eye on this eye at all times. Updates are normally announced on
GCUlearn.

Page 5 of 17
 M3H624345 - Integrated Engineering Studies 3 - Team Enterprise Project
Brief 2019-20
5.0 Project Assessment
The Integrated Engineering Studies 3 project has no exam. In outline, the elements
contributing to the overall assessment broadly reflect the deliverables that are
required and are as follows:
1. A business model hypothesis presenting how your innovative idea
could work as a business proposition, and, the submission of the design detail
implementing your idea. It is obvious that (as well as providing a good written
submission) an important objective is to demonstrate through demonstration
or through design a proof of concept in order to gain distinction in the module.
A guide to writing this report and marking criteria is available in GCULearn.
This element will contribute 60% of the overall marks available.
1. A team presentation in the form of a talk supported by a power-point
presentation to demonstrate the ability to communicate the business idea and
business model to a target audience of non-technical stake holders in the
technology. This accounts for 20% of the marks. Guidance and assessment
criteria is available in GCULearn
2. An individual reflective essay evidencing professionalism, team
working and the acquisition and application of core skills. This will contribute
20% of the overall marks available. Guidance and tuition on writing a
reflective essay is provided as part of the module.

This marking scheme complies with the Module Descriptor Assessment

Specification:
Team Written Report 60% weighting
Team Presentation 20% weighting
Individual Reflective Essay 20% weighting

All written summative assessments are marked on line using Rubrics that will
be available to students in Grade Centre. Marks and feedback are
communicated through Grade Centre in GCULearn

Note, that the report mark will be weighted using a Peer Assessment Factor that is
calculated from individual Peer Assessments and staff observation during meetings
and on activity on the group’s GCUlearn page. This allows the final project mark
allocated to each Team member to reflect the contribution of the member in the view
of the other Team members and of staff. Full details of this calculation (and the
discretion that is available to academic markers) is provided in the marking scheme
and elsewhere in the Self and Peer Assessment guidance documents provided in
GCU Learn.
Note, Individual performance in the team presentation is assessed at the point of
delivery and will not be subjected to peer assessment.
Please be aware that you can and will fail the module on the basis of a poor
peer assessment.

Page 6 of 17
 M3H624345 - Integrated Engineering Studies 3 - Team Enterprise Project
Brief 2019-20

APPENDIX 1 SOME ADVICE ON TEAM WORKING:

Do: have a plan: specify activities and milestones; allocate roles and
responsibilities; record what you discuss and agree; meet regularly; use
action lists; set realistic time-scales for each stage identified; adopt a voting
system or nominate an arbiter who has a final say in situations where differing
views and courses of action are proposed.
Do: Monitor progress against plan and re-plan as required. Your Team may
identify the need for a manager / coordinator to ensure that everyone adheres
to the agreed plan. This role can rotate round the team members. The role of
minute taking should rotate round the team to encourage fair division of work
and responsibility.
Do: Try to imagine how you might behave if you and your other team members
were actually all employees of a consultancy preparing a response to an
invitation to tender from a prospective customer.
Do: Consider drawing up a “Code of Conduct” for the team (e.g. treat each other
with respect; allow each other’s point of view to be heard and considered;
honour commitments to the team...). Work out what the protocol should be if
individuals are unable to attend a meeting. There are loads of virtual working
methods that can be used, so no excuse for not contributing or delivering your
contribution to the team at the right time.
Do: Consider agreeing communication and collaboration protocols.
Don’t: Spend too much time talking and not enough doing.
Don’t: Organise your project plan such that team members are having to rely on
other team members to complete tasks before you can do yours.
Do: Ensure that development of individual components of a solution are
compatible.

Note: There may also be personality problems between individual team members. If
a situation arises where, in the view of more than one team member, a team appears
to have irretrievably ceased to function effectively, the concerned Team members
should report the matter to the Module Tutor at ALC who will consider if the matter
can be resolved locally or whether the relevant Programme Leader should be
consulted.

Page 7 of 17
 M3H624345 - Integrated Engineering Studies 3 - Team Enterprise Project
Brief 2019-20
APPENDIX 2 GUIDANCE NOTES:

Do not limit yourself to the following points:

Below are only some of the issues that your group will have to consider as part of the
development of your idea. As you begin your own investigations you will identify
other areas where there is a need for you to research into the subject prior to using
your findings in forming your ideas into a viable concept design. In all areas you are
expected to investigate and discuss the different options before coming to a well-
justified technical conclusion to the particular solution your idea will incorporate.
Once the prototype concept your group is going to develop is reasonably firm it
should be developed as a prove of concept so that the client can clearly see what the
capabilities of the product are. There may well be several stages in the evolution of
the product design. This should consider its form and aesthetic qualities.

i). BUSINESS MODEL CANVAS

The module and written submission requires that you actively identify and validate a
business model hypothesis. This is most easily achieved by use of the ‘Business
Model Canvas’ and filling in each of the 9 elements of the canvas forms part of the
team written submission. It is a tool used by many to visualise and iterate their
business model. The use of ‘Business Model Canvas’ is supported by a learning unit
in GCULearn specifically for you to gain familiarity on and the application of Business
Model Canvas. The canvas allows you to explore the following essentials of a
successful business model:

a. Customer Segments
Defines the different groups of people or organizations an enterprise aims to reach
and serve.
Customers comprise the heart of any business model. Without (profitable)
customers, no company can survive for long.
Questions to be Answered:
• For whom are we creating value?
• Who are our most important customers?

b. Value Propositions

Describes the bundle of products and services that create value for a specific
Customer Segment.
The Value Proposition is the reason why customers turn to one company over
another. It solves a customer problem or satisfies a customer need.
Questions to be Answered:
• What value do we deliver to the customer?
• Which one of our customer’s problems are we helping to solve?
• Which customer needs are we satisfying?

Page 8 of 17
 M3H624345 - Integrated Engineering Studies 3 - Team Enterprise Project
Brief 2019-20
• What bundles of products and services are we offering to each Customer
Segment?
c. Channels

Describes how a company communicates with and reaches its Customer Segments
to deliver a Value Proposition.
Communication, distribution, and sales Channels comprise a company's interface
with customers. Channels are customer touch points that play an important role in
the customer experience.

Questions to be Answered:
• Through which Channels do our Customer Segments want to be reached?
• How are we reaching them now?
• How are our Channels integrated?
• Which ones work best?
• Which ones are most cost-efficient? How are we integrating them with customer
routines?

d. Customer Relationships

Describes the types of relationships a company establishes with specific Customer

Segments.
A company should clarify the type of relationship it wants to establish with each
Customer Segment. Relationships can range from personal to automated.

Questions to be Answered:
• What type of relationship does each of our Customer Segments expect us to
establish and maintain with them?
• Which ones have we established? How costly are they?
• How are they integrated with the rest of our business model?

e. Key Resources
Describes the most important assets required to make a business model work.
Every business model requires Key Resources. These resources allow an enterprise
to create and offer a Value Proposition, reach markets, maintain relationships with
Customer Segments, and earn revenues.

Questions to be Answered:
• What Key Resources do our Value Propositions require?
• What Key Resources do our Distribution Channels require?
• What Key Resources do our Customer Relationships require?

Page 9 of 17
 M3H624345 - Integrated Engineering Studies 3 - Team Enterprise Project
Brief 2019-20
• What Key Resources do our Revenue Streams require?

f. Key Activities
Describes the most important things a company must do to make its business model
work.
Every business model calls for a number of Key Activities. These are the most
important actions a company must take to operate successfully.

Questions to be Answered:
• What Key Activities do our Value Propositions require?
• Our Distribution Channels?
• Customer Relationships?
• Revenue streams?

g. Key Partnerships
Describes the network of suppliers and partners that make the business model work.
Companies forge partnerships for many reasons, and partnerships are becoming a
cornerstone of many business models. Companies create alliances to optimize their
business models, reduce risk, or acquire resources.

Questions to be Answered:
• Who are our Key Partners?
• Who are our key suppliers?
• Which Key Resources are we acquiring from partners?
• Which Key Activities do partners perform?

h. Cost Structure
Describes all costs incurred to operate a business model.
This building block describes the most important costs incurred while operating under
a particular business model.

Questions to be Answered:
• What are the most important costs inherent in our business model?
• Which Key Resources are most expensive?
• Which Key Activities are most expensive?

Page 10 of 17
 M3H624345 - Integrated Engineering Studies 3 - Team Enterprise Project
Brief 2019-20
h. Revenue Streams
Represents the cash a company generates from each Customer Segment (costs
must be subtracted from revenues to create earnings).
If customers comprise the heart of a business model, Revenue Streams are its
arteries. A company must ask itself, For what value is each Customer Segment truly
willing to pay? Successfully answering that question allows the firm to generate one
or more Revenue Streams from each Customer Segment.
Questions to be Answered:
• For what value are our customers really willing to pay?
• For what do they currently pay?
• How are they currently paying?
• How would they prefer to pay?
• How much does each Revenue Stream contribute to overall revenues?

ii). MARKET RESEARCH

A successful business model requires that you talk to customers outside the building
rather than relying entirely on gathering secondary data at your desktop. The team
should apply good market analysis fundamentals to determine: what features will
improve user-value; decide what are the basic features the unit should have and
which ones the market recognises as optional or an upgrade option. The team should
determine from market analysis whether the design concept/idea will appeal to
customers and sell and therefore has any chance of economic success. The team
should confirm the price the customer is prepared to pay for the product - this sets an
upper limit of cost to the design and production. The analysis should determine why
customers would buy this new product over the competitor’s offering and how it is
competitive over the product life-cycle. The team should provide a name of the
product that appeals to the market without confusing its function.
Market evaluation:
Use primary and secondary research techniques to develop a business feasibility
study.
Who do you sell to?
What is the size of the market?
What is the market potential?
What do they want in the product?
Competitor analysis:
Who makes similar products?
What are the characteristics of existing products?
What are the best points of the existing products?
What customer demographic do they cater for and why?
What is the cost of each product?
What selling price should you go for?

Page 11 of 17
 M3H624345 - Integrated Engineering Studies 3 - Team Enterprise Project
Brief 2019-20

iii). FORM and FUNCTION

The design needs to be, not only functional, but stylish also psychological and
aesthetic. Both need to co-exist – if one dominates at the expense of the other,
problems may arise. It should give the impression of quality, both in terms of build but
also in terms of usability. Good design makes a product understandable and intuitive
to use.

Aesthetics
Is your proposed product visually stimulating?
Who are you designing the product for?
Provide concept sketches.

Interaction
What attributes of users can/must be taken into account when designing the
product?
Should have controls that are appropriate for the user.
Sensing of inputs.
What are the outputs.
What type of interaction is required
Some though should be to a storyboarding developing/testing user
interaction.

Practicalities
Power supply?
Size, weight?
Durable?
Can function in the intended environment?

Product pipeline
Can the product be expanded?
Does it provide additional revenue streams such as consumables?

Features
Consider whether to incorporate additional features.
Informed by good market analysis and a grasp of market demand.

iv). LEGAL ISSUES

Page 12 of 17
 M3H624345 - Integrated Engineering Studies 3 - Team Enterprise Project
Brief 2019-20
In the ever-changing global economy there is a growing number of product regulatory
compliance requirement standards being imposed on manufacturers. Before
marketing their product to domestic and international customers a manufacturer must
deal with regulatory issues that apply to the development of their products and stay
abreast of the steadily changing regulatory compliance requirements, technology
advances, and new areas of product regulations.
The primary areas where product regulatory compliance requirements are applied
are EMC, Product Safety, Environmental Protection, and Energy Conservation. In
some specific product sectors there are specific compliance standards on function
and safety, e.g the automotive industry, children's electronic toys, etc. All of these
requirements have a direct impact on a product’s development program that includes
its quality and reliability attributes.

Product Compliance and Safety

What ISO standards are referenced?
Do you need a conformance certificate?
If so, what resources do you need, how much does it cost and how long does
it take to get a conformance certificate?
Are there any other legal aspects that will have an impact on how you market
and sell the product.

v). ETHICS
To prepare yourself for the multitude of ethical considerations you can start by
examining your own stance as a designer, your own values, who you are designing
for and what kind of values are you trying to embed in your design solutions and
why?

Manufacture Outsourcing
Many businesses “outsource” labour to other countries. You may, as a designer, in a
small business consider this approach in the business proposition. Three of the
primary reasons given for outsourcing are profitability/lowering costs, finding
expertise, and finding people willing to do jobs that are not wanted at home. Critics
suggest that some businesses are trying to skirt labour and environmental
protections – and even environmental protections – at home.
When considering outsourcing consider the following:
Is transportation, logistics, etc., outsourced domestically, for instance?
Are you using manufacturing facilities in foreign nations?
Are you sure employees receive fair wages and work in good conditions,
relative to UK and European laws and ethical standards?
Outsourcing puts pressure on your business to monitor and maintain high-
quality standards if you want customers to perceive you as a top provider.
How do you strike a balance between quality processes and affordability. Has
this been costed in?

Page 13 of 17
 M3H624345 - Integrated Engineering Studies 3 - Team Enterprise Project
Brief 2019-20
Conflict Materials
Conflict resources are natural resources extracted in a conflict zone and sold to
perpetuate the fighting. The most prominent contemporary example has been the
eastern provinces of the Democratic Republic of the Congo (DRC), where various
armies, rebel groups, and outside actors have profited from mining while contributing
to violence and exploitation during wars in the region.
The four most commonly mined conflict minerals are cassiterite (for tin), wolframite
(for tungsten), coltan (for tantalum), and gold ore, which are extracted from the
eastern Congo, and passed through a variety of intermediaries before being
purchased by multinational electronics companies.
These minerals are essential in the manufacture of a variety of devices, including
consumer electronics such as mobile phones, laptops, and MP3 players.

Data Security
Social behaviour and appropriate use of personal data becomes even more crucial
as we build an increasingly interconnected environment that links devices, systems,
data, and people.
At its best, the IoT has the potential to create an integrated ecosystem that can
respond to a spectrum of needs, increasing efficiency and opportunity, and
empowering people through technology, and technology through intelligence. At its
worst, the IoT can open a Pandora's Box of inappropriate and unsafe behaviour,
unintended consequences, and intrusiveness.
As a designer your teams should consider any risks posed by your idea and look for
ways of mitigating unsafe use of data generated from the interconnection of devices
and use of apps and promote ethical use of IoT technologies.

Multi-cultural
A designer may also want to think about the impact his or her products might have on
people's religious or cultural susceptibilities. Certain images and slogans have the
power to deeply shock or offend people, which will probably not encourage them to
buy the product!
Are your goals bound by cultural imperatives?
Which and why?
Should you change them?
Should you make your design solution local (works for specific cultures) or
global (works in as many cultures as possible)?

Ethics in goals
Do you think it creates a better world?
To who?
How?
Why?
Is someone's good someone else's bad?

Page 14 of 17
 M3H624345 - Integrated Engineering Studies 3 - Team Enterprise Project
Brief 2019-20
Serve needs not only wants
Learn to identify what people really need instead of what they want, because
of external influences.
Do not get slave to needs, appreciate wants as well.
Practise the balance between the two
Ecology and environment.

What is ethical in terms of ecology?

Are you solving the problem or merely contributing less to it?
Are you promoting ecological preservation or just paying lip service to it?
Beware of 'greenwashing' (appearing to be ecological just for the added
marketability).

Ethics in practice
Would you like the design be done to yourself?
Means and ends.
Ends may not justify the means (nor vice versa)
Designing ethically is not just about making solutions that are ethically sound,
but exposing the practise to ethical scrutiny as well.

Methods and tools

Adopt methods and tools to local, national and other cultures.
Do not obey methods mechanistically if it ethically unsound.
People and group-based methods involving conversation offer a better hope
of achieving results with ethical considerations in mind.

Ethics in design propositions

Would you use it yourself?
Would you like everyone to have one?
What would that mean in practice?
Can your design be easily misused?
Can and should you even try to prevent that misuse?
Design for all.
Can you avoid the common pitfall of “designing for a 25-year old university
educated healthy caucasian single male with a tendency towards new and
technical”
Who is “all”?

Individual and collective

Page 15 of 17
 M3H624345 - Integrated Engineering Studies 3 - Team Enterprise Project
Brief 2019-20
Design solutions are not used in a vacuum – they have influences beyond the
scope of a single user (or a group of users)
Does the need of the many outweigh the need of a one (or vice versa)?

Innovation and tradition

If you innovate you force people to change traditional ways.
Imposing change vs. introducing alternative ways of using.
Should you bow to tradition just because it is?

vi). PROOF OF CONCEPT

Concept design
Using the characteristics of the target user you found in the market research,
create at least one distinctly different concept per team member (the more
the better to create a diversity of ideas).
Use brain storming methods to collect ideas and explore the problem.
Volume of ideas no matter now trivial is important to get creative.
Decide on the criteria to select concepts and then select the best concept
based on its merits. Use the best features of the designs put forward to form
a collective idea

Concept development
Identify the electronic technology needed including any rapid prototyping
boards and design tools.
Provide a block diagram of the essential electronic functionality.
Find the volume required of the technology.
Design the product details: find in detail how the technology will fit inside the
product and how it will be made.
Use whatever craft materials are handy to explore and make the concept a
reality.
Consider using some of the freely available 3D graphics tools to create an
image for presentation.
How can the design be manufactured as low as possible? Identify any
potential technology advances that can help.
Identify materials the product will be made from and communicate their
suitability both in terms of mechanical properties and cost of manufacture.
Demonstrate the concept.

vii). SUSTAINABILITY
Consideration of the life cycle of the product and its cost to the environment is a
necessity in any new product design. Most designers will feel that they have a

Page 16 of 17
 M3H624345 - Integrated Engineering Studies 3 - Team Enterprise Project
Brief 2019-20
responsibility to make products that do not have too damaging an impact on the
environment. This might mean that they seek to:
1. Use 'Green' technology - use materials, components and systems which limit
the damage to the world's environment caused by pollution from industry,
transport, etc.
2. Be RoHS compliant (Restriction of Hazardous Substances, Directive
2002/95/EC) and WEEE compliant (Waste from Electrical and Electronic
Equipment. WEEE Directive 2002/96/EC).
3. Avoid use of 'Conflict Materials'.
4. Use renewable energy - energy that is replaceable or cannot be used up.
Replaceable energy sources such as biomass can be used alongside the
Earth's natural renewable sources such as solar, wind, hydroelectric and tidal
energy.
5. Use renewable materials - ones which we actively replace at least as fast as
we use them up - eg paper from managed forests.
6. Use recycling and reusing. Recyclable materials such as aluminium cans and
paper can be processed and used to produce new products. Products which
are made using recycled materials are usually clearly marked. Reusable
products are those which can be reused without the need for processing - for
example, refillable milk bottles, scrap vehicle parts, or chips taken from an old
circuit and reused in a new one.
7. Use 'Design for Sustainability' tools that are a widely available to audit design
decisions and material choices and assess the impact of design choices on
the environment.

Seeking to minimise negative effects on the environment in this way is called a

sustainable approach, because it does not damage the livelihood of future
generations.

viii). OPERATIONAL ENVIRONMENT

If appropriate the unit may operate in an external environment and therefore may
require an appropriate degree of weather proofing and be sufficiently rugged to
withstand normal use. This should be researched and not left as a vague statement
in the specification of the unit.

Page 17 of 17