INPUT PROCESS OUTPUT (IPO)

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 Example: Project Based Work PBW
• Core project: Converting agri waste for domestic fuel source as
logs/briquettes
– Agri waste feasible for charcoal conversion (Group ?)
– Pyrolysis system (Group ?)
– 3 in 1 cooking stove fired by log type (Group ?)
• 3 in 1 (cook grill bake)
– 3 in 1 cooking stove fired by briquette type (Group ?)
3 in 1 (cook grill dry )
 Project Based Learning PBL
• Core project: Advance Math Real world application
• Ordinary Differential Equations ODE in falling
bodies (impact fracture)
• Ordinary Differential Equations ODE in vibration
- spring mass system (shock absorber)
 The Project Based Learning
• Working groups have chosen a topic (title) distinct from each
other. Main aim is to apply ODE to find a solution to the
problem associated with real condition(s)

 Falling bodies

 Vibration
 The Project Based Learning
• Falling bodies
• The task involves in finding the velocity of falling bodies at
impact
• Fracture as a function of drop height and velocity
• Fracture as a function of mass (weight) and drop height
• Related to potential energy
 The Project Based Learning
• Vibration (shock absorber)
• The task involves in finding amplitude and natural frequency
of vibration
• Undamped and damped vibration
• Shock absorber used in vehicles (motor cycles)
 Project Based Work PBW

• Deliverables
– Full Report
– Oral presentations
• Concept defense
• Pre-final defense
• Final defense
Developing the conceptual
framework
 What inputs go into developing a
conceptual framework?
• Experiential knowledge of student and supervisor:

– Technical knowledge.
– Research background.
– Personal experience.
– Data (particularly for qualitative).

• Literature review:

– Prior ‘related’ theory – concepts and relationships that are used to represent the
world, what is happening and why.
– Prior ‘related’ research – how people have tackled ‘similar’ problems and what
they have learned.
– Other theory and research - approaches, lines of investigation and theory that are
not obviously relevant/previously used.
 How might a conceptual framework
be developed?
• The pieces of the conceptual framework are borrowed but the researcher provides the
structure. To develop the structure you could:

– Identify the key words used in the subject area of your study.

– Draw out the key things within something you have already written about the
subject area – literature review.

– Take one key concept, idea or term at a time and brainstorm all the other things
that might be related and then go back and select those that seem most relevant.

• Whichever is used it will take time and a number of iterations and the focus is both on
the content and the inter-relationships.
The presentation of the conceptual
framework
 What general forms might a
conceptual framework take?
• Process frameworks

– Set out the stages through which an action moves from initiation
to conclusion. These relate to the ‘how?’ question.

• Content frameworks

– Set out the variables, and possibly the relationship (with relative
strengths) between them, that together answer the ‘why?’
question.
 What specific forms might a
conceptual framework take?
• The possibilities include:
– Flow charts.
– Tree diagrams.
– Shape based diagrams – triangles, concentric circles,
overlapping circles.
– Mind maps
– Soft systems.
– IPO model
 Why are conceptual frameworks
useful?
• Conceptual frameworks provide researchers with:

– The ability to move beyond descriptions of ‘what’ to explanations of ‘why’ and

‘how’.

– A means of setting out an explanation set that might be used to define and make
sense of the data that flow from the research question.

– An filtering tool for selecting appropriate research questions and related data
collection methods.

– A reference point/structure for the discussion of the literature, methodology and

results.

– The boundaries of the work.

 What are the limitations of a
• Conceptual frameworks,
conceptual however, also have problems in that the
framework?
framework:

– Is influenced by the experience and knowledge of the individual –

initial bias.

– Once developed will influence the researcher’s thinking and may

result in some things being given prominence and others being
ignored – ongoing bias.

• The solution is to revisit the conceptual framework, particularly at the

end when evaluating your work.
 The overall contribution of the
• conceptual
The conceptual framework
framework encapsulates the research as it:

– Sets out the focus and content.

– Acts as the link between the literature, the methodology and the results
(regardless of when in the PhD process it is produced).

• Thus it can be/will be the focus/starting point of the evaluation of originality in terms
of the criteria outlined by Hart (1998). For example:

– Is what has been focussed on entirely new?

– Is the way the subject been investigated different to the ‘normal’ approaches?

– Has new light been shed on previously explored issues?

IPO CONCEPTUAL FRAMEWORK

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IPO diagram What?
 An IPO (Input-Process-Output) Diagram is a very
high-level diagram used for systems analysis that
visually describes project conceptualization with the
description of each component in word. It shows a
process key inputs and resulting outputs after a set
of operations.
 A systems diagram is similar to a flow chart
although on first sight it is much simpler and more
precise. The diagram is usually part of either, the
ideas or development sections. However, do not
restrict yourself to these two areas, if you feel it is
necessary, use this type of diagram wherever you
like in the design process
 This will allow you to show your thinking regarding
your idea(s) and whether or not they will answer the
design problem. It also allows you to think
systematically and logically about the design
problem and how it can be solved. Above all, it
keeps you ‘on track’ and does not allow you to
wander too far away from the original design
problem
 This describes making a cup of tea, from the filling
an electric kettle, brewing the tea, to pouring the
tea into a cup. Remember, almost every process can
be divided into INPUT, PROCESS and OUTPUT.
When learning about systems diagrams and how
they can be used, it is a good idea to practice
drawing them, by describing a simple process, such
as making a cup of tea.
The input–process–output (IPO) model of teams

• Provides a framework for conceptualizing

teams.
• The IPO model suggests that many factors
influence a team's productivity and
cohesiveness. It "provides a way to understand
how teams perform, and how to maximize their
performance".
The input–process–output (IPO) model of teams
• The IPO model of teams is a systems theory, as it rests
on the assumption that a team is more than one-to-one
relationships between variables, and more than the
sum of its members. It suggests that there are
interactions and feedback between many contributing
factors. Inputs are the conditions that exist prior to
group activity, whereas processes are the interactions
among group members. Outputs are the results of
group activity that are valued by the team or the
organization.
The input–process–output (IPO) model of teams
• The IPO model of teams is a systems theory, as
it rests on the assumption that a team is more
than one-to-one relationships between
variables, and more than the sum of its
members. It suggests that there are
interactions and feedback between many
contributing factors.
The input–process–output (IPO) model of teams

• Inputs are the conditions that exist prior

to group activity, whereas processes are
the interactions among group members.
Outputs are the results of group activity
that are valued by the team or the
organization.
 IPO (I—input)
Inputs include any antecedent factors such as
organizational context, task characteristics, and
team composition that may influence the team
itself, directly or indirectly.

Individual-level factors: team members’

personality traits, strengths, weaknesses,
preferences, dislikes
 IPO (I—input)
Team-level factors: the resources the team has
access to, how large the team is, how much time
the team spends together, how close the team
members are
Environmental factors: how the team works
with other teams, whether the team is part of an
organization
 IPO (P—process)
Processes are operations and activities that
mediate the relationship between the input
factors and the team's outcomes.

Processes include group norms, as well as a

group’s decision making process, level of
communication, coordination, and cohesion.
 IPO (P—process)
Specifically, processes can be things such as:

Steps taken to plan activities

Initiating actions
Monitoring resources
Monitoring progress
Maintenance of interpersonal relationships
Dealing with conflict
Members' sense of commitment to the team
 IPO (O--output)
Outputs are the consequences of the team's
actions or activities. Most often this refers to the
team's tangible output – what they made,
achieved, or accomplished. Whether the team
wins or loses, whether their product is of
adequate quality, and whether they were
successful in completing their goals efficiently
are all questions of tangible outcome.
 IPO (O--output)
Other outcomes are also important, such as changes in
the team's cohesiveness, the degree to which the team
learns to be prepared for future tasks, the uniqueness of
the team’s solution, and whether it increases in efficiency
through practice.

Team outputs were also categorized as

productivity/performance, member satisfaction, and
innovation
The Teams IPO graphical - narrative
Input Process Output

• conditions • processes • Valued

that exist are the group
prior to interactions activity
group among
activity group
members
 What about the IPO of your PBW
Output
Input Process
(Deliverables)
(What Why) (How)

• Raw materials • RD-E • Final products

• Manufacturing • Full Report
• What is the problem • manual • Technical Papers
• Why is it a problem • Search engine • Oral presentations
• Aim/objectives • Library sourcing • Concept
• Literature review • Documenting • Pre-final defense
• Materials & Methods • Final defense
 T he IPO of final product
Output
Input Process

• Final concept • Computer aided • Prototyped 1x1

• Design variant drawing sq ft
• Banana trunk • Design Of
raw material Composite
• Matrix or based Materials
material • Manufacturing
• Mixture of prototype
Proportions • manual
• Shape
• Light weight
An IPO example of product prototype
Output
Input Process

• Design variant • Manufacturing • Efficient

• CAD of prototype portable 3 in 1
• Light material • manual stove
• Alumninum
• Heat flow
• Heat loss
• Materials
• Efficient
• Portable
• Light weight
 An IPO ADV MATH PBL
Output
Input Process

• Design variant • Deriving and • Final products

• ODE • Finding solutions • Full Report
• What is the • ODE • Technical Papers
problem • Relating ODE • Oral
• Why is it a • Real condition presentations
problem • Concept
• Aim/objectives • Pre-final
• Literature review defense
• Materials & • Final defense
Methods
An IPO ADV MATH PBL falling bodies design variant

Output
Input Process

• Design variant • Velocity • Final products

• Drawing equation as (set up)
detailed function of time
• Set up • Impact energy
• Set of weights at time (t)
• Stand • Relating the
functionality of
• Measurement
impact energy
scale
and velocity of
• Stop watch falling bodies
Set up of final design variant
 Widescreen Test Pattern (16:9)

Aspect Ratio Test

(Should appear
circular)

4x3

16x9