ME360: PRODUCT DESIGN
ME360 Product Design is a project-based course completed during my third-year while in undergrad. The following menu presents the sections taught throughout the course, intended to aid in the development of various practical skills. Under each section, you will find a series of design exercises, completed projects, and design analyses.
THE DESIGN PROCESS
COMMUNICATION
CONCEPTUAL DESIGN
CREATIVE THINKING
Understanding the sketch.
To the left is the problem statement. The possible solutions to the situation are abundant. My proposed solution can be found to the right.
My Solution: The Boot Tray
Affordable, simple, and perfect for the common household. The boot tray allows for shoes to be left at the door, avoiding any damage that may come from the dirty bottoms. The rubber grooves located at the base of the mat are intended to allow for water and grime to run off the shoe naturally, providing a space for the contents to fall.
The Pierce School.
AN EXERCISE ON COMMUNICATION
Video [provided by the Professor]: Shot on an iPhone, the video shows oncoming traffic along the backstreet of the Pierce School in Brookline, MA. The time of day is roughly mid-afternoon, around the time of school dismissal. The video shows children recklessly crossing the busy street as cars reluctantly stop. A sky bridge is seen to the left of the video footage, but the majority of children would rather cross a busy street than use this structure. From this vantage point, the street lacks any form of a crosswalk, stop lights, signage, or designated crossing personnel where the illegal crossing happens, but incoming traffic is present.
From the Minds of Team 08:
Heavy traffic along the back street puts the safety of children at risk as they could get hit by oncoming traffic. Cars are not required to slow down or yield for pedestrians at this section of the street, where the majority of crossings happen.
We want the students to cross safely and wish to promote awareness of the current environmental dangers. Our budget adequately allows for yield signage and a yield line to be placed in this section. A sketch visualizing our plan can be found to the right.
CLASSROOM OF THE FUTURE
As an undergraduate student at Boston University, you arrive at your classroom delighted to notice that optional desk extensions are available for any student who needs one. No need to ditch that third device or required textbook! With the simple desk extension, you’ll be able to fit all your accoutrements.
Shown here, we have a student unpacking their bag, setting up for class. The student is currently taking a hybrid-format class. This means that while some can attend the lecture in-person, other classmates will be attending the same lecture remotely, and therefore the instructor has required a mandatory online engagement. The student has elected to stream the class on their laptop and take notes on their tablet. Note how the student adjusts their devices to their positioning and to the space allotted to them.
While appearing all set-up, the video ends before the student is told to take out their textbook to be used in support of the day's lecture material. The student then looks at their current workspace, realizing that there is no room for any additional items. They need more space but are restricted to the standardized student desk size.
The student begins a balancing act: participating on Zoom while holding their textbook on their lap and taking notes simultaneously. They swap between the different media, feeling utter discomfort and sense as though their studies are being inhibited. All this juggling and shifting focus has caused a decrease in productivity.
If the student could spread out their items, they could better situate themselves to the learning environment. Since the desks in the classroom come-as-they-are, it's necessary to add to what exists. The workspace of the desk needs to increase to accommodate the user. Therefore, this product serve as a temporary solution, allowing for easy install and removal depending on user preference. The design will be completed in two semesters with a group of no more than four students, each of which is allotted $100 to contribute to the project. The desk extension aims to please students using multiple devices while working and learning, as well as users who enjoy a spacious work area but are subject to a small, standardized student desk.
The Design Process...
The product needs to be installable and removable to achieve a temporary solution. This should be a smooth process. Due to its temporary nature, as it might not be needed by all students in the classroom, it should not be a permanent feature. The product is designed with a clamp mechanism to achieve this. I began with a base idea for a desk extender: a seamless tabletop and clamps to attach to the main table. From this stemmed three initial designs:
INITIAL DESIGN 1:
INITIAL DESIGN 2:
INITIAL DESIGN 3:
Rationalizing the three initial designs, I created a Pugh Chart to hone in on the best concept. The Pugh Chart uses one design as its datum or "basis" to compare between designs; it remains neutral in the scoring process as each other is compared to this one datum. I choose space, versatility, cost, ease of use, and aesthetics as the design criteria. Each criterion was assigned a respective weight. I chose Design 1 as my datum as I felt that it reflected the product goal most simplistically; note that any design could have been selected as the datum. I used the following scoring system: ---, --, -, 0 (neutral), +, ++, +++, where the more negative, the worse it compares to that of the datum, and the more positive, the better it compares to that of the datum. The quantity of each sign is multiplied by the respective weight of the criteria. Summing up the score showed that Designs 2 and 3 held minimal comparison to Design 1.
To further understand the logic behind my Pugh Chart, please click to learn more:
Based on the Pugh Chart above:
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Space:
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Design 2 would follow a similar makeup to that of the datum. Design 3 is significantly reduced in surface area due to its angled edge and intended use to support smaller-spaced items.
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Versatility:
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The datum design is able to be used for rectangular desks and can be set up to the front or sides of the user. Design 2 is used as both an extension and lift. It may restrict the user due to the increase in elevation as opposed to the datum and Design 3's flush tabletop. Design 2 does enable the user to use their laptop at a more comfortable viewing angle; ergonomically beneficial.
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Cost:
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[See Benchmarking] Each design is intended to utilize the same clamping mechanism. The difference in cost is resulted from the tabletop size. Since Design 3 is of a smaller size than both the datum and Design 2. Design 2 uses extra material to raise the height of its tabletop.
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Ease of Use:
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Design 2 compared slightly less than others due to the elevated tabletop, which could potentially obstruct the user's view of what is physically happening in the room.
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Aesthetics:
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While the design is not going to be prototyped, each design is intended to be of a similar aesthetic, including a wooden tabletop and mixed-material clamping mechanism. Therefore, each design is neutral to the datum.
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From this, I elected on fine-tuning Design 1. Design 1 is of a rectangular tabletop, with projected measurements of 18" x 10". From this, the product will allow the user to increase their workspace by at least 50%.* The following gallery displays multiple views of the design and its intended use.
* Percentage calculated by estimating the size of a standard, student desk (20" x 15") and adding on an extension that fits a 16" computer (18" x 10"). From these estimates, space increases by 60%
Building Upon Design 1:
Benchmarking.
Within this section, you will find similar products to my original design that are currently on the market. Note that the buttons to the right will redirect you to Google or a seller's site.
Most similar to Design 1:
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Clamp-On Keyboard Trays
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These similar designs are intended to ergonomically fit the user. The majority of these products are limited to being placed in front of the user. This positioning and lack of versatility are not beneficial if a desk has a built-in chair. These products are geared towards home offices, allowing the buyer to extend their desk space when needed, fitting a standard keyboard.
Most similar to Design 2:
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Clamp-On Monitor Shelf
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A monitor stand is intended to clamp on to the edge furthest from the user. These stands span the length of a medium or long desk. Ideal for a home office.
Most similar to Design 3:
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Clamp-On Computer Mouse Platform
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Computer mouse platforms provide a minimal amount of additional space. These products are intended to clamp below the desk, so the user may comfortably use their mouse at a lower elevation to their workspace.
Intended Clamp Mechanism for All Designs:
Intended Wood Tabletop for All Designs:
using the product...
Before this product can be used to its fullest potential, it has to be used in the first place! Implementing this desk extender campus-wide will call for a change in current user behavior.
Behavioral change is composed of three parts: motivation, availability, and a trigger. A change in behavior occurs when all three criteria are met. Therefore, I chose to analyze the formulaic B-MAT model to prove that the extender can turn users' heads. For each component, I explain the various ways in which the desk extender may incite change and, in turn, aid in an increase of usage.
BEHAVIOR
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Students use the extender freely and willingly.
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MOTIVATION: the need to satisfy both physiological and psychological needs.
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Comfort - increases the user's workspace; encourages the user to feel less claustrophobic, less closed in; encourages the user to not feel as limited.
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Versatility - can accommodate both right- and left-handed users; can attach the extender to the three sides of the desk; can support books, devices, coffee mugs, water bottles, and similar objects.
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AVAILABILITY
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Extra extenders can be left in the classroom, taking up a minimal amount of space.
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Can attach more than one extender to a desk.
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The extender is left already attached to the student's desk. While they can remove it if they wish, it would be less effort to leave it as it is and use the extra space.
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TRIGGER
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Due to its temporary nature (the extender does not always need to be attached), users can gauge based on the lecture material of the day if they feel as though they need to use an extender.
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A minor form of peer-pressure - the user may see their classmates using the extender and may feel inclined to use one themself.