Stage 2 Report

ENCOURAGING STEM ENGAGEMENT
Kerrie Noble 5th Year Product Design Engineering (MEng) 200948192 DM500: Individual Project 2
Email: kerrie.noble.2013@uni.strath.ac.uk Supervisor: Professor Yi Qin
DM500 - INDIVIDUAL PROJECT 2 (UG)
Individual Project 2 - Stage 2 Report
Kerrie Noble
5th Year (MEng)
Product Design Engineering
Student Number: 200948192
Supervisor: Professor Yi Qin
DESIGN FOR

Encouraging STEM Engagement Within Extra-Curricular Groups
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Kerrie Noble | DMEM, UNIVERSITY OF STRATHCLYDE, GLASGOW – SUBMISSION 16/01/14
Statement of Academic Honesty
I declare that this submission is entirely my own original work.
This is the final version of my submission.
I declare that, except where fully referenced direct quotations have been included, no aspect of this
submission has been copied from any other source.
I declare that all other works cited in this submission have been appropriately referenced.
I understand that any act of Academic Dishonesty such as plagiarism or collusion may result in the non-
award of my degree.
Signed ……...........……... Date 22/01/2014

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Acknowledgements
Many people have contributed to the compilation of stage two of this project and have made the process
easier, more informative and helped me to achieve a better outcome in many ways.
Firstly I would like to thank the staff and students within the department of Design Manufacture and
Engineering Management, particularly my supervisor Professor Yi Qin, whose help, input and guidance
has been greatly appreciated and much needed throughout the completion of stage 1 of this project.
Hilary Grierson, for her support with the Individual Projects class. And finally Bekki MacKechnie and
John Dawson for their help with the testing of prototypes and models during early stages of the
development of the final concept.
Thanks must also be extended to the leaders and young people within the 105th Dennistoun Scout Group
who have accommodated and supported this project at a number of crucial stages, including testing and
evaluation stages.
I would also like to thank David Patterson, the events manager at the Glasgow Science Centre, for
agreeing to my participation in many of their late-night group events where is was allowed to freely
observe the interaction between the young people and many of their science exhibits and activities.
Also, thanks must be given to Tracey Howe, as a member/chair of the Glasgow City of Science initiative
her support and cooperation for the project was critical and her valuable feedback was much
appreciated.
Finally the last contributors I would like to thank are Michael MacLennan and Nevin Forbes. For being
able to devote some of your free time to providing detailed and insightful feedback on both early-stage
and developed conceptual designs, without which progress would have been slow.
Also thanks must be extended to my family without whose support it would not be possible to be in this
position now. Your support has not gone unnoticed.

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Abstract
The stage 2 report for this project covers content in relation to 4 sections of the project (as outlined in
the project methodology introduced in stage 1), primarily the conceptual design phase, the detail design
phase, the evaluate and test phase and the release phase. Content in relation to the outlining of the
project solution, initial modelling, prototyping, testing, refining, and business requirements are all
contained within this stage of the project.
On completion of the initial activities of the conceptual design phase, at the end of stage 1, stage 2 looks
at taking these activities and further developing the design ideas emerging from this phase of the project,
while also incorporating evaluation in the form of user and expert feedback to ensure suitability and
functionality of the product. These activities will result in the selection of a final design concept. The
activities discussed include;
• Continuation of the random word generation with potential 14 year old users
• Development and use of a morphological chart
• Development of a function means tree
• An identification of weighted specification criteria
• Completion of a weighting and rating matrix
• Identification and explanation of the final design concept
On completion of this phase, detailed design and evaluate and test phases will be conducted
simultaneously, with the objective of developing the design concept further while also gaining potential
user feedback to guide the development process. The activities discussed include;
• Initial stages of model making
• Initial testing of assembly model 1 and 2
• Observational embodiment design study
• Detailed embodiment design
• Production of the final prototype
• Design for function
• Design for Manufacture
• Design for Sustainability
• And a 3 phase approach to final prototype testing
On completion of these phases of the project, the project will enter the final phase by considering the
approach to developing a business setup for launching the final conceptual design. This will be
highlighted through the business model canvas, included in the portfolio, and a detailed business plan,
included as a separate report to accompany the project.

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A summary of project management and design approaches are also included along with a project
reflection at the end of stage 2. CAD renderings and manufacturing drawings relating to the final
concept design are also included at the end of the stage 2 portfolio.

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List of Figures
Figure 4.13. 1 - A diagram outlining the continuing approach to the conceptual
development phase. ............................................................................................................19
Figure 4.24. 1- The initial approach to the conceptual design phase of the project..28
Figure 5. 1 - A diagram showing the current position of project development on the
outlined project methodology............................................................................................31
Figure 5.1. 1 - The continuing conceptual design phase approach for stage 2..........31
Figure 5.2. 1 - An image of the focus group of students generating concepts from
random word generation outcomes..................................................................................32
Figure 5.6. 1 - An image showing the identification of weighting criteria for the
evaluation categories. .........................................................................................................91
Figure 6. 1 - A diagram outlining the current project progress against the outlined
methodology. ......................................................................................................................105
Figure 6.1. 1- A diagram outlining the approach to be taken within the detailed
design phase of the project. .............................................................................................106
Figure 6.4. 1 - A graph outlining grip strength and associated separation between
the grip points. .....................................................................................................................117
Figure 6.4. 2 - A diagram outlining the human grip and movement positions
corresponding to specific movement values. ................................................................118
Figure 6.4. 3 - A diagram outlining the push/pull strength discussed within the
embodiment design. ..........................................................................................................119
Figure 6.4. 4 - A diagram outlining the process of fastening selection........................121
Figure 6.4. 5 - A diagram illustrating maximum and minimum human hand capacity.
................................................................................................................................................124
Figure 6.4. 6 - A diagram outlining maximum and minimum human grip capacity..125
Figure 6.4. 7 - A diagram outlining the movement and positioning in relation to the
values obtained for specific human interaction strengths............................................130
Figure 6.4. 8 - A diagram outlining human motor skill embodiment design
requirements. .......................................................................................................................134
Figure 6.4. 9 - A diagram outlining the extrusion process. .............................................146

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Figure 6.5. 1 - A diagram outlining possible end conditions of loaded memebers...153
Figure 6.5. 2 - A diagram representing the fastening and loading occurring within the
product design. ...................................................................................................................155
Figure 6.5. 3 - A free body diagram on the loading occurring on the top member of
the three-point arm support design..................................................................................156
Figure 6.5. 4 - A diagram showing the beam properties used for these calculations.
................................................................................................................................................157
Figure 6.5. 5 - A representation of the loaded beam. ...................................................158
Figure 6.5. 6 - An adapted representation of the loaded beam.................................159
Figure 6.5. 7 - A free body diagram illustrating the loading occurring on the mid-
support member of the three-point support arm design. .............................................160
Figure 6.5. 8 - A representation of the loaded beam. ...................................................161
Figure 6.5. 9 - An adapted representation of the beam...............................................162
Figure 7. 1- A diagram outlining progress against the project methodology.............184
Figure 7.1. 1 - A diagram outlining the approach to the evaluate and test phase of
the project............................................................................................................................184
Figure 7.2. 1 - A diagram showing the construction of the prototype during the build
and test activity...................................................................................................................187
Figure 7.2. 2 - A diagram showing the construction of the second prototype curing
the build and test activity. .................................................................................................187
Figure 7.2. 3 - A diagram showing the setup of the phase 2 testing activity..............194
Figure 7.2. 4 - Prototype 1 setup for testing......................................................................195
Figure 7.2. 5 - Prototype 2 setup for testing......................................................................196
List of Tables
Table 5.4. 1- A table outlining suggestions for possible difficulty level topics. ..............82
Table 5.6. 1 - A table outlining the scale for the scoring of concepts. ..........................94
Table 5.7. 1 - A matrix outlining customer pain points with current products and
stating how the new product addresses these issues....................................................104
Table 6.4. 1 - A table outlining static axial force and torque loads for M6 and M4
bolts. ......................................................................................................................................133
Table 6.4. 2 - A table showing human activity areas and related embodiment design
requirements. .......................................................................................................................134
Table 6.4. 3 - A table outlining key material characteristic definitions. .......................139

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Table 6.4. 4 - A table outlining material properties and key material characteristics.
................................................................................................................................................141

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Table of Contents
Statement of Academic Honesty .........................................................................................1
Acknowledgements................................................................................................................2
Abstract ....................................................................................................................................3
List of Figures.............................................................................................................................5
List of Tables..............................................................................................................................6
4. Review of Stage 1..............................................................................................................14
4.1. Background.................................................................................................................14
4.2. Project Definition.........................................................................................................14
4.3. Project Aim ..................................................................................................................15
4.4. Project Objectives ......................................................................................................15
4.5. Project Deliverables/Desired Outcomes.................................................................16
4.6. Performance Measures..............................................................................................16
4.7. Exclusions .....................................................................................................................16
4.8. Constraints ...................................................................................................................17
4.9. Interface.......................................................................................................................18
4.10 Key Project Stakeholders ..........................................................................................18
4.11. Risks.............................................................................................................................18
4.12. Methodology.............................................................................................................18
4.13. Research Phase ........................................................................................................19
4.14. Literature Review ......................................................................................................20
Key Learning Outcomes; .....................................................................................................20
4.15. Review of Extra-Curricular Groups..........................................................................21
4.16. Case Study – GoldieBlox..........................................................................................21
4.17. Case Study – Key Interest Areas .............................................................................21
4.18. Online Survey – Adult Volunteers in Extra-Curricular Groups..............................22
4.19. Online Survey – 14 – 19 year old students .............................................................23
4.20. Expert Interviews .......................................................................................................24
4.21. Contextual Situation Testing....................................................................................25

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4.22. Competitive Testing..................................................................................................25
4.23. Evaluation ..................................................................................................................26
4.24. Conceptual Design Phase ......................................................................................27
4.25. Observational Concept Generation .....................................................................28
4.26. Focus Group – Idea Generation.............................................................................29
4.27. Focus Group – Random Word Generation...........................................................29
4.28. Evaluation ..................................................................................................................29
4.29. Conclusion.................................................................................................................29
5. Conceptual Design Phase............................................................................................31
5.1. Conceptual Design Phase Approach .................................................................31
5.2. Focus Group – Random Word Generation Development................................32
Baking ..............................................................................................................................32
Camping .........................................................................................................................33
Being Outside..................................................................................................................33
Social Networking ..........................................................................................................33
Socialising........................................................................................................................33
Seaside ............................................................................................................................33
Fashion and Physics .......................................................................................................34
IT/TV..................................................................................................................................34
Make-up ..........................................................................................................................34
Walking the Dog.............................................................................................................34
Holidays (Public).............................................................................................................34
Practical Things...............................................................................................................35
Music................................................................................................................................35
Summary..........................................................................................................................35
5.3. Concept Generation Evaluation..........................................................................36
Concept 1.......................................................................................................................36
Concept2........................................................................................................................38
Concept 3.......................................................................................................................39
Concept 4.......................................................................................................................41
Concept 5.......................................................................................................................43
Concept 6.......................................................................................................................44
Concept 7.......................................................................................................................46
Concept 8.......................................................................................................................48

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Concept 9.......................................................................................................................50
Concept 10.....................................................................................................................52
Concept 11.....................................................................................................................54
Random Word Generation...........................................................................................56
Summary - Overall Opinion on Concept Generation and Suggestions for Focus
and Future Progression ..................................................................................................80
5.4. Feedback on the Proposed Idea.........................................................................80
Feedback Outcomes ....................................................................................................81
Summary..........................................................................................................................83
5.5. Morphological Chart..............................................................................................84
Outcomes........................................................................................................................84
Summary..........................................................................................................................90
5.6. Concept Development Evaluation......................................................................90
Function Means Tree......................................................................................................90
Outcomes........................................................................................................................91
Weighting and Rating Identification ...........................................................................91
Weighting and Rating Matrix Outcome .....................................................................95
Summary..........................................................................................................................95
5.7. The Final Concept...................................................................................................95
Assembly Option 1 .........................................................................................................96
Assembly Option 2 .........................................................................................................97
Assembly Option 3 .........................................................................................................97
Assembly Option 4 .........................................................................................................98
Assembly Option 5 .........................................................................................................99
Assembly Option 6 .......................................................................................................100
Assembly Option 7 .......................................................................................................101
Benefits Matrix...............................................................................................................102
6. Detail Design Phase .....................................................................................................105
6.1. Detailed Design Phase Approach......................................................................105
6.2. Initial Modelling .....................................................................................................106
Newton’s Cradle – Assembly Option 5 .....................................................................107
Fan and Wind Force Experimentation Setup ...........................................................108
6.3. Embodiment Design – Observation Study.........................................................109
Design Workshop..........................................................................................................109
Light Reaction...............................................................................................................110
Cycling Bicycle.............................................................................................................110

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Building a Hot Air Balloon............................................................................................111
Vibrating Base with Wooden Building Blocks ...........................................................111
General Displays...........................................................................................................112
Summary........................................................................................................................113
6.4. Detailed Design - Embodiment Design..............................................................114
Arising Embodiment Design Questions......................................................................115
Swivel Mechanism Design...........................................................................................116
Corner Bracket Design ................................................................................................125
Three-point Support Arm Design ................................................................................128
Overall Design Robustness and Functionality - Embodiment Design Phase........129
Material Selection ........................................................................................................135
Fastener Material Selection ........................................................................................144
Process Selection..........................................................................................................146
Summary........................................................................................................................150
6.5. Engineering Design - Calculations......................................................................152
Engineering Battery Life Calculations........................................................................152
Charging Calculations ................................................................................................152
Buckling Calculations ..................................................................................................152
Fastener Design Calculations.....................................................................................155
Bending Moments and Shear Stress Calculations ...................................................156
Design for Bending.......................................................................................................159
Bending Moment Consideration 2.............................................................................160
Design for Bending.......................................................................................................162
Summary........................................................................................................................163
6.6. Final Concept – Final Prototype .........................................................................163
Final Prototype 1 – Assembly Option 1......................................................................164
Final Prototype 2 – Assembly Option 5......................................................................164
6.7. Design for Function – Structural Analysis............................................................165
Initial Human Grip Test.................................................................................................165
Further Structural Analysis............................................................................................166
Restraint – structural Analysis ......................................................................................168
Mid-support Member of Three-point Support Arm – structural Analysis ...............168
Holding Member of Three-point Support Arm – structural Analysis.......................169
Summary........................................................................................................................169
6.8. Design for Manufacture - Design for Mill/Drill....................................................169
Rule Parameters ...........................................................................................................170

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Component 1 – Mid platform.....................................................................................170
Fillets on outside edges ...............................................................................................171
6.9. Design for Manufacture - Design for Injection Moulding................................171
Rule Parameters ...........................................................................................................171
Analysis for corner bracket option 1..........................................................................171
Analysis for corner bracket option 2A.......................................................................172
Summary........................................................................................................................172
6.10. Design for Sustainability....................................................................................173
Assembly Option 1 .......................................................................................................173
Environmental Impact.................................................................................................175
Design for Sustainability - Assembly Option 2...........................................................182
Summary........................................................................................................................182
7. Evaluate and Test Phase.............................................................................................184
7.1. Research Phase Approach.................................................................................184
7.2. Phase 1 Testing – User Focus Group ...................................................................185
Build-and-Test Activity..................................................................................................187
Prototype 1 – Newton’s Cradle..................................................................................188
Prototype 2 – Building Design and Electronic Fan Construction ...........................189
Analysis of Questionnaire Knowledge Capture Answers .......................................191
Summary........................................................................................................................192
7.3. Phase 2 Testing – Target User Group ..................................................................194
Prototype 1 – Newton’s Cradle..................................................................................195
Prototype 2 – Building Design and Electronic Fan Construction ...........................196
General Evaluation Observations..............................................................................197
Comments Made During Testing ...............................................................................197
Summary........................................................................................................................198
7.4. Phase 3 Testing – Interview with Target Customer ...........................................199
Interview Outcomes.....................................................................................................199
Summary........................................................................................................................201
8. Release Phase...........................................................................................................202
9. Conclusion ....................................................................................................................203
9.1. Testing.....................................................................................................................203
9.2. Project Objectives ................................................................................................204
9.3. Reflection...............................................................................................................206
References ...........................................................................................................................209
Appendix 1 – PDS Version 8................................................................................................216

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Appendix 2 – Detailed Structural Analysis Reports .........................................................222

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4. Review of Stage 1
This section of the stage 2 report summarises the main learning outcomes achieved throughout the
research phase and initial conceptual design phase of the project which were completed within stage 1.
4.1. Background
Current government led campaigns have been introduced to enhance science, technology, engineering
and mathematics (stem) teaching throughout the UK. However, demand for skills in STEM related
areas continues to grow at a pace which is faster than the predicted supply of graduates and young
people who are obtaining qualifications in this area. STEM is therefore becoming the attention and
focus of government frameworks and strategies on how to address the skills shortage within this area.
Encouraging people to participate in these activities is also suffering from great pressure being exerted
by the shortage of qualified school teachers in this area.
Lord Sainsbury led a government review into UK Science and Innovation policies and identified a few
key areas of interest where improvement in the area of STEM engagement could be made by;
o Improving resource provision for the STEM frameworks which are in place
o Improve teaching provision in the 14 – 19 years age group to ensure young people are
not discouraged in taking subjects in this area due to previous experiences or low ability
teaching provision
o Increase teacher training in key STEM subjects
o ‘Extra-curricular activities can play an important role in enthusing young people and
demonstrating the exciting opportunities that studying science can open-up.’
4.2. Project Definition
The scope for the project was defined as;
• The project aimed to conduct research into types of STEM kits available for use in an extra-
curricular context
• Identify key issues with existing products
• Produce a more fitting solution for use by 14 – 19 year olds within extra-curricular groups
• Test suggested solutions and reassess to ensure the outcome adequately fulfils the identified
need for a product to promote and encourage STEM engagement in extra-curricular groups
• Include input from several established organisations who deal with STEM engagement on a
more regular basis and use this knowledge within the given context

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4.3. Project Aim
Aim to develop a scientific-based kit, for the 14 – 19 years age group, which is suitable for use in an
extra-curricular environment to encourage more participation in STEM subjects.
4.4. Project Objectives
The project objectives were listed as;
• Develop a reliable and durable product which can be suitably re-used in order to reduce the cost
and impractical nature of providing replacement parts. Funding has already been outlined as a
key issue so a re-usable product will eliminate this major issue, also a re-usable product is more
likely to sustain interest in STEM according to some early feedback received around the project
• Explore the key area of design for assembly to ensure the kit is easy to use by minimising parts
while still maintaining a high level of functionality. A kit which is easy to use without the need
for expert knowledge is very desirable as it builds more of a sense of achievement for the young
people concerned in this area.
• Develop a product which is inherently easy to use but also requires the end user to think and
actively engage to encourage understanding of some basic scientific principles. Deep learning
through doing is required in order to help young people within the curriculum, this can only be
achieved through a kit which is easy to use but does not provide all answers freely, there must
be an element of self-teaching.
• Explore the idea of having one modular product which can be configured into many different
layouts to provide the user with the opportunity of exploring more than one area of STEM with
the need to only purchase one kit.
• Develop a product which can be easily and cheaply manufactured but also has the capability of
being re-used several times.
• Develop a product which allows young people, aged 14 – 19, to use the kit without the need for
any supervision or expert input.
• Explore the idea of STEM involvement in an extra-curricular environment to further define the
problem, need and aim for the project. Also identify key products which are currently being
used in this area and outline the key issues which exist with the use of these products and how
these could be addressed.
• Explore some of the basic scientific principles which could be adapted into a small scale form
which could provide ideas for an electronic-based scientific kit for the 14 – 19 age range.
• Develop the idea through model making and CAD. Specifically exploring the areas of modular
kit building and the key area of circuit construction which will reduce the need for specialist

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equipment such as solder and soldering irons, whilst also providing the re-usable functionality
which has been clearly identified as a user requirement.
• Test and validate the design and idea by testing a working model through scouts and schools
and talking to organisations who run STEM workshops or promote STEM within the
community. Engineering testing of elements such as structure stability, force analysis and
electrical component testing within the circuit structure will also be key to this project.
4.5. Project Deliverables/Desired Outcomes
The key deliverables and outcomes for the project were stated as;
• A complete drawing set. Detailing manufacturing drawings and requirements for the
production of the circuitry and plastic component assembly aspects of the educational kit.
• A report and portfolio explaining how this design was achieved. This will detail all the
activities undertaken in order to arrive at the final design. A detailed list of activities showing
the approach being taken for this project are outlined in Appendix 3.
• A prototypes and models to demonstrate key features. Prototypes of key ideas, especially in
the area concerning the construction of the electronic circuit aspect of the project, will be
produced at various stages throughout the project.
4.6. Performance Measures
Identify achievement of the main project aims and objectives through proposed pilot of developed kit
within scout groups and schools. Collating required feedback to adjust and change parts of the design
as necessary to ensure the objectives are met with the highest possible standard. This measurement
may change to accommodate testing final prototypes with the Glasgow science centre during an evening
event aimed at extra-curricular groups. Small test groups were to be used to ensure quality, focused
feedback is obtained. Ensuring the design meets the requirements of external organisations through
constant engagement and involvement with contacts in this area to allow the end users’ views to be
incorporated in evaluation and design decision making was key to success and performance will be
judged on their overall opinion on the usefulness of the product.
4.7. Exclusions
The project will assess how the aim, outlined above, can best be achieved through the design and
development of a re-usable kit, however, it will not define new ways of conducting existing scientific
experiments, and it will look at a way of simplifying these experiments to make them more accessible
for this age range

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4.8. Constraints
Constraints consistent with the product end user being identified as 14 – 19 year olds were identified
as;
• Language consideration – The 2011 Census revealed that although 92.3% of the population in
the UK speak English, there are significant minorities of the population who speak Polish,
Punjabi or Urdu as their main language. As this project focuses on education and young people
with the view of encouraging participation in STEM subjects, language must be considered as
this should not be a barrier to preventing the use of the product. This constraint therefore needs
careful consideration throughout the project. (Mirror, 2013)
• Facilities available – The facilities available to extra-curricular clubs such as scouts, guides and
young engineers will have a significant impact on the design and development of this product.
From personal years of experience of involvement with this type of extra-curricular club,
facilities are limited. The majority of these clubs do not have access to lab-specific equipment
such as safety glasses, lab coats, soldering irons etc. This presents a need for the product to
have the ability to be assembled and used without requiring the use of any of this lab-specific
equipment.
• Ability – The report titled, ‘Subject Choice in STEM: Factors Influencing Young People (14 –
19) in Education’, (2010), outlined many personal and contextual issues affecting young people
and their relationship with STEM subjects. One of the main influences, as stated in this report,
was their ability or previous experience of these subjects. It is important, when considering
extra-curricular groups where a large number of children attend, to consider the fact that the
children present in these groups will have a large range of abilities and many different
backgrounds and experiences when considering involvement in STEM. One objective for this
project is to eliminate this personal factor and make the use of this kit, and STEM as a whole,
accessible to children aged 14 – 19 regardless of their previous experience or ability. Therefore,
this requires the resulting product to be simple and easy to understand while also providing
enough knowledge on a particular area so as to appeal to many ability ranges within this age
group.
• Disability awareness – A report titled ‘Disability in the United Kingdom 2012: Facts and
Figures’ outlines some of the main disabilities affecting both male and female students in the
14 – 19 age range. The report highlights that almost 1 in every 5 people in the UK have a
disability with around 1 in 20 children being disabled. In terms of age and gender only 9% of
disabled adults are under the age of 35 and in 2010/11 the most common impairments for
children were communication, learning and mobility based. Amongst children, boys also
experience a higher rate of disability than girls and are more likely to experience coordination,
learning and communication difficulties. These are therefore the most prevalent disabilities

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occurring in the target age group and consideration of use with disabilities must have a
significant place in the development of the product. (Papworth Trust, 2012)
4.9. Interface
The final product will have many viable interfaces with outside organisations. The first such
organisations would be STEM Net and the Institution of Engineering and Technology (IET) as these
organisations are playing a primary role in encouraging young people to participate in STEM and
regularly try to organise STEM related activities within schools with the aim of generating interest in
this area. These organisations have the ability to stock a full range of developed kits with the ability to
loan kits, on request, to local groups and schools, therefore providing an accessible and reliable
resource. As the product focuses on use in an extra-curricular environment, this would cover use at
home, and in other organisations such as scouts, guides, GB, BB and many others. An interface between
these organisations and the product therefore also exists.
4.10 Key Project Stakeholders
The key stakeholders which have been identified throughout the literature relating to this project are
organisations such as the IET and STEM Net who promote and encourage participation within the area
of STEM, the students who will be using the finished product, the customers who will buy the finished
product and the members of the community who run the extra-curricular groups, identified as the main
area of use for this type of product.
4.11. Risks
Extensive user testing and involvement in the product development process will help to reduce any
potential risks of failure associated with bringing the product to market. The type of user activity
required is explored through the methodology used throughout the project and this is explored further
in the next section of this project brief.
Further to the risks associated with placing a product on the market, there are the general risks associated
with product modelling and prototyping during the development process. These risks have been
considered and are highlighted in the accompanying risk assessment. Furthermore, any risks involving
ethics within the project have been eliminated through the completion of the university ethics checklist
which also accompanies the project brief.
4.12. Methodology
As mentioned previously the project methodology will centre on extensive user involvement through
research, development and testing. In order to fulfil this two specific methodologies have been
combined to outline the methodology which will be utilised throughout the project.

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The UCD methodology structure, as outlined by Chandra Harrison, Sam Medrington and Whan
Stransom, has been utilised and combined with the extensive focus and principal of ensuring the user
is at the centre of the process as illustrated by the UCD process highlighted by Experience UI. This
structure has been used to clearly define each stage of the project and illustrate the iterative nature of
the project, as constant development is an important consideration in this area as STEM changes to
coincide with the school curriculum changes. The structure also shows the importance of evaluation at
every stage of product development as feedback and user validation is key within this project. The
structure and the methods being used is clearly shown in the diagram included on page 6 of the
supporting portfolio. (Harrison, Medrington & Stransom, 2013) (Experience UI, 2009)
4.13. Research Phase
It has already been stated that this phase of the project requires a structured approach due to the large
amount of available and relevant information which needs to be processed to ensure all aspects of
research relating to this topic are covered with a clear depth of information being necessary. The nature
of the design methodology and the product development area of STEM and its incorporation within an
extra-curricular setting require an intense focus on the user. Therefore to ensure a breadth a depth of
information is obtained with adequate evaluation and user focus the following approach plan was
developed to guide the progression of this phase of the project. This will also help to ensure the project
time schedule is met. The devised approach to this phase of the project is shown in the diagram below;
Figure 4.13. 1 - A diagram outlining the
continuing approach to the conceptual
development phase.

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4.14. Literature Review
Key Learning Outcomes;
• The world economy is changing and developing through time and highlights the aims and
objective of the UK economy in relation to how the government foresee the country competing
within an ever increasing globalised economic race.
• 80% of the people surveyed agreed that science, on the whole, makes our lives easier.
• 88% of those surveyed agreed that scientists make a valuable contribution to society.
• Younger participants focused on technology and gadgets to make life easier.
• UK business and education is currently failing to maintain or increase the number of high-
calibre engineers entering industry. The failure within this area is set to become apparent
throughout the period of the next 10 years and will present repercussions for both the
productivity and creativity achieved within UK business.
• Engineering university entrants remaining static between 1994 and 2004 despite the total
number of university entrants rising by 40%.
• Women account for only 20% of all bachelor’s degrees within engineering, computer science
and physics.
• Less than 33% of STEM graduates were women in 2000 and the level was still the same in
2009.
• Men account for more than 80% of graduates in engineering, manufacturing and construction.
• Engineering recorded the lowest number of responses in relation to the enjoyment of studying
that subject.
• A survey of 500 students found that 70% of respondents believed it was harder to obtain an A-
grade in science subjects than it was in the subjects they perceived to be easier and ‘softer’
options.
• 51% of survey respondents indicated that teaching in science was similar to the teaching in
other subjects, however, 22% said the teaching quality in science subjects was better than
teaching in other subjects while 18% stated they thought it worse than teaching in other subjects.
• Reinforce their learning in a positive manner as anxiety, criticism or ridicule may have
unpredicted and unwanted effects within the context of the learner’s deep learning.
• Generating meaningful learning through the use of a multimedia medium must consider
important aspects of material presentation and how this must be organised in a coherent manner
in order to achieve successful integration.
• To help encourage deep learning, the technique of using text as a narration for the image should
be explored.
• Simple user interaction affects the process and outcome of cognitive tasks given during a
practical activity.

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4.15. Review of Extra-Curricular Groups
Many extra-curricular groups and societies exist within the UK, covering many aspects from military
cadets to young engineers clubs. Many of these groups provide activities or training in STEM related
subjects and therefore could potentially benefit from product development in relation to improving
STEM engagement and providing more useful resources to help with running STEM-related activities.
A review of some potentially important extra-curricular groups is shown on page 7 of the supporting
portfolio.
4.16. Case Study – GoldieBlox
• Girls tend to lose interest in STEM subjects at an early age and therefore highlight the need to
include extensive female incorporation within the research and development area to ensure a
truly unisex product is developed which captures engagement from both male and female
students within the target age group.
• Incorporating user testing of rudimental prototypes will provide essential feedback and ensure
the product development is meeting the requirements of the target market.
• Utilising key areas which interest the target market will help to generate and create product
buy-in as the product can utilise existing areas where the target market feel comfortable,
essential within the area of STEM in order to over-come the negative thinking which surrounds
STEM school subjects.
• Only 20% of STEM graduates are women.
4.17. Case Study – Key Interest Areas
• Social networking is an integral part of life for the target market age group, therefore any
product development for this group should seek to integrate the product functionality with use
of a social networking facility to generate product buy-in and enthusiasm.
• Social networking offers social mobility and interaction as key traits of the system, these
characteristics are inherently important within the area of STEM in order to develop creativity
and experimentation and so product development for the area of STEM should seek to include
the high levels of interaction and social mobility demonstrated through social networking
platforms.
• Social networking affords users the freedom to post questions, share stories and ask for support
from people with similar interests. This is an essential quality needed within STEM product
development as the literature review has already demonstrated that lack of support and negative

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thinking around ability are key reasons for discouraging engagement within this area.
Therefore a link with social networking freedom of questioning should be incorporated into the
product design.
• Detail and relevance have been highlighted as successful characteristics evident within popular
video games. It appears detail and realism create a relevance to daily life which seems to be
important to the target age group and so the area of STEM product development needs to take
inspiration from the video game market and demonstrate real detail and relevance to young
learners.
• Customisation generates interest, allowing the user to gain some control over the activity which
seems to be particularly appealing to the target age group, therefore customisation should be a
key element within any concept development.
• Challenge further generates product buy-in and engagement as the target age group see this as
a challenge which must be solved, therefore generating continuous interest and determination
to conquer the challenge. This is typically achieved through the use of varying difficulty levels
and this feature should be implemented within product development within the STEM area.
• Storyline adds to the progression of the game or activity and provides a believable background
and relevance. This should be considered within STEM products to help provide detailed
background to the activities which are presented and enable young learners to see the benefit
of engaging with the product.
• The most successful characteristic associated with the gaming industry is the extensive
marketing prior to the game launch. This is used effectively to promote the game and generate
large interest to ensure product sales. Marketing of STEM products must be a key element of
consideration for improving engagement.
4.18. Online Survey – Adult Volunteers in Extra-Curricular Groups
• The survey suggests that many volunteers within extra-curricular groups have a background in
education or engineering related professions and therefore this suggests that providing STEM-
related activities should not be a problem, however the remainder of the survey showed that
very few groups are completing any STEM-related activities over the course of a year.
• Many volunteers class themselves as being experts in relation to running STEM-based
activities, however, the remainder of the survey results suggest that these skills and the
experience are not utilised to run STEM activities within an extra-curricular group.
• 52% of the survey respondents had run 0 or 1 STEM-based activities within the course of a
year.

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• The majority of STEM-based activities completed were electronics based and this involved
simple construction of a basic circuit.
• The majority of volunteers within extra-curricular groups only spend between 0 and 1 hours
running an activity, in particular STEM-based activities.
• The time spent on the activity and the number of activities completed in this area generally
relies on the ability and interest of the young people within the group.
• Group volunteers tend to run activities for 0 – 5 children or more than 20 children, this can
increase to numbers closer to 70 children at times.
• Many groups are currently buying or sourcing specialist equipment in order to run STEM-based
activities as they feel current available resources are not adequate.
• Many volunteers think that current STEM resources are limited or are too basic and so would
not interest the 14 – 19 year old age group.
• 31% of responses showed that adult volunteers do not think current resources are challenging
or engaging enough and for that reason have not run a STEM-based activity.
• Many volunteers think more resources for STEM activities need to be easily available at a
reasonable price.
• 43% of volunteers are not aware of any current STEM resources for extra-curricular groups and
44% stated they are aware of current resources but do not use them or don’t like them.
• Many volunteers believe resources need to be improved by adding fun, creating links with other
interests and providing the young learner with a sense of achievement.
4.19. Online Survey – 14 – 19 year old students
• The most popular subjects studied at school are maths, with 90% of survey responses, and
physics with 73% of survey responses however low numbers of survey participants continued
studying these subjects to the ages of 16, 17 and 18, and only 4 survey respondents continued
studying STEM subjects at university.
• The majority of survey respondents stated their reasoning for not continuing study in these
subject areas was due to either a loss of interest or they perceived the subject to be too difficult,
making attaining a good grade difficult.
• Respondents rated their ability in science, technology and maths quite highly, all achieving
average ability ratings of over 60%, however general attitude towards ability in engineering is
very low with this subject area only achieving and average ability rating of 49%.
• 88% of the survey participants indicated having a very high interest in STEM subject areas,
however this did not translate into participation or engagement with these areas at home or in
extra-curricular groups.

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• 83% of respondents have never completed a STEM-related activity during their time in an extra-
curricular group and any activities that were completed within this situation did not include any
mathematics related activities.
• 81% of respondents indicated not having used any STEM-related kits at home and stated the
main reasons for this were due to a lack of time, a lack of useful instructions or they found the
kits were not challenging enough as they were aimed at a younger age group.
• A large proportion of respondents, 27%, indicated that their overall opinion in relation to STEM
was that they thought these subjects were too difficult for them to become involved but they
looked ‘cool’.
• 60% of the survey respondents were not aware of any available opportunities in relation to
STEM subjects and careers within this area.
• The most popular suggestions regarding how to improve current resources were to incorporate
more practical group activities by using/designing resources to require large amounts of
teamwork, and to ensure the kits could be used in an everyday situation after the completion of
the initial activity/construction task.
4.20. Expert Interviews
• STEM Ambassadors currently do not use a large variety of electronic kits as the requirement
of additional equipment is so high. If the requirement of extra equipment was reduced it would
become much more practical to run electronic based activities with young people.
• Equipment currently used by STEM Ambassadors can cost anything between £1 for the simpler
components up to £300 for the construction kits available.
• These programmes are always keen to look for new suitable resources.
• Storage is a large issue for these organisations, a kit should require minimal storage to allow
organisations such as this to store the product in order to use it within the community more
effectively.
• Some large firms have developed some simple activities to use within school based activities
but there is generally no link between STEM Net and extra-curricular groups at the present
time.
• Two of the current pieces of equipment widely used by STEM Net are LEGO Mindstorm and
K’NEX however, these are generally used with children of primary school age.
• Any product used by STEM Net must be fun and interactive but also promote learning. Simply
following instructions does not fulfil the aims of STEM and does not promote a sense of
achievement within the children.

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• If a resource could simulate some real-life situations it would be of benefit as it is believed this
has the ability to more readily grab the attention of young people.
• Must be easily used by everyone, regardless of background or ability.
• STEM resources for the 14-19 age range are not currently widely available.
• Interaction or a link with popular activities among the age group, such as computer games or
social media, would be a great way of developing interest as well as providing encouragement
to engage and share with other learners who help support other users. A place where ideas can
be freely shared and help from peers is available. This reduces the formality associated with
the school learning environment.
• A sense of achievement must be imparted, either by answering question correctly in order to
complete the activity, competing in a national competition or being able to progress through
levels of difficulty.
4.21. Contextual Situation Testing
• Current kits being used within extra-curricular kits, especially those generally used within
scouts, do not fulfil key learning requirements or portray knowledge within the area they were
designed to represent.
• Young learners between the ages of 14 – 19 have indicated that they enjoy participating in these
types of activity and would like to have more of a challenge in relation to the kits being used.
• The instructions provided with the kits can sometimes seem confusing and this leaves activity
participants feeling frustrated.
4.22. Competitive Testing
• An average price for STEM related kits is between £20 - £40.
• Most of the current available resources and kits are suitable for children from the age of 7 or 8
and become too simplistic or less interesting for the target market group of 14 – 19 year olds.
• Many available kits offer the possibility for the user to complete between 5 and 10 projects
through the use of the same kit, however these kits suffer from having the problem of using
perishable items within the kit meaning each project can only be completed once. Other kits
providing the option of completing more than one project also have the problem of not
conveying different knowledge areas within the different projects so users only gain limited
understanding of one area.
• Having an understanding or previous knowledge of the area in which the kit is based is also
essential for many of the products analysed. As adult volunteers within many of the extra-

26
curricular groups do not have extensive knowledge in these areas the use of these kits within a
typical group session becomes difficult.
• The products can often contain confusing instructions which results in the user losing interest
or becoming frustrated when they cannot complete the activity.
• Storage of the kits appears to be a major concern when placed in the context of use within extra-
curricular groups. Many of the products analysed require the group to purchase a large quantity
of product in order to cater for large groups of children, therefore a lack of storage represents
difficulty for the group to run activities using these kits.
4.23. Evaluation
The research phase of this project has extensively covered key areas concerning;
• Performance
• Product Lifespan
• Materials
• Testing
• Market Constraints/Requirements
• Customer Constraints/Requirements
• Cost
• Documentation
• Environment
Other important considerations, such as legal requirements, patents and safety issues have not been
included within the project report, however these requirements are clearly outlined within the Product
Design Specification, which is discussed further below.
The current problem with regards to STEM engagement within extra-curricular groups has been clearly
defined and justified, with many participants indicating the same major problems within this area,
including;
• Lack of interest and engagement in relation to STEM activities from young people in the 14 –
19 year category.
• A lack of knowledge or awareness of available resources to help extra-curricular groups with
becoming involved in, and completing, STEM activities.
• A feeling that running STEM-related activities within extra-curricular groups requires adult
volunteers to possess knowledge within these areas in order to run the related activities with
the young people in the group.

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• Current commercially available kits are too simplistic for the identified target age group, 14 –
19 year olds, as the kits are aimed at children from the age of 8, therefore meaning that 14 year
students do not obtain any benefit through using the kit as it is not suitably aimed at young
people in this area.
The information identified and obtained from various sources all validate the initial problem statement
and aim for this project, previously stated as;
In order to continue to promote and encourage STEM participation amongst young learners and reduce
the pressure currently felt by teaching staff and schools there is a need to develop a STEM-based
educational kit which can be used in extra-curricular environments such as Young Engineer’s clubs,
Scouts, Guides and other youth organisations.
Project Aim - Design and develop a scientific-based kit, for the 14-19 years age group, which is suitable
for use in an extra-curricular environment to encourage more participation in STEM subjects.
These areas have been considered and interpreted in order to provide customer requirements which have
been used to develop a product design specification, this is discussed further below.
4.24. Conceptual Design Phase
It has already been stated that this phase of the project requires a structured approach due to the
divergent and convergent nature of this phase of the project and also due to the numerous STEM areas
which can be explored with the possibility of concept generation occurring within any of these areas.
The nature of the design methodology and the product development area of STEM and its incorporation
within an extra-curricular setting require an intense focus on the user. Therefore to ensure a breadth a
depth of information is obtained with adequate evaluation and user focus the following approach plan
was developed to guide the progression of this phase of the project. This will also help to ensure the

28
project time schedule is met. The devised approach to this phase of the project is shown in the diagram
below;
4.25. Observational Concept Generation
• Each idea must present a challenge to the user in order to engage them in the process of learning
through the construction of the kit. This could come in the form of questions placed throughout
a traditional instruction leaflet included with the kit, or an app could accompany the kit and
provide instruction whilst also asking questions which the user must answer in order to
complete the kit instruction.
• The idea of being able to customise the appearance seemed to appeal to the focus group. This
should be a consideration within the final design, is there a facility to provide the user with the
ability to customise the look of the kit once they have constructed it?
• Being involved in competition seemed to appeal as an approach to encouraging engagement.
The focus group saw competing within a competition as providing a sense of achievement and
recommended that the final product solution should incorporate and facilitate the chance to
compete against other students nationally and globally.
Figure 4.24. 1- The initial approach to the conceptual design phase of the
project.

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4.26. Focus Group – Idea Generation
In order to gather ideas which would be applicable, interesting and engaging for the age group in
consideration, a focus group was held on Monday 7th
October. Participating in this focus group were 5
girls between the ages of 16 and 18 who attend a local Explorer Scout unit in Dennistoun, Glasgow.
The aim of this focus group was to obtain a few initial concepts in order to gauge design ideas and areas
of interest for the 14-19 year old age group which the final product solution will have to appeal to.
4.27. Focus Group – Random Word Generation
On Friday 1st
November 2013 North Ayrshire Council ran a workshop aimed at encouraging S3 female
students to consider a future within the area of STEM. As part of this workshop an activity was
conducted in order to identify key areas of interest to this age group of girls. As identified throughout
the literature review, girls are less likely to participate in STEM subjects, losing interest as early as the
age of 8. Therefore this concept generation activity provided an opportunity to engage with potential
female users and identify areas which could incorporated within a concept design to ensure buy-in and
high interest levels which could increase participation levels with female students.
4.28. Evaluation
The original project plan had indicated that a selection of models should be completed by this stage
allowing for evaluation and selection of a final concept. Due to other commitments requiring more
time than previously thought when devising the original project plan, modelling, evaluation and final
concept selection has not taken place within stage one. However, ideas for final concepts and evaluation
have already begun in order to ensure these activities are completed relatively early in the remaining
time assigned for this project, ensuring the project will still be completed fully within the time frame
given. This re-evaluation of the project management and time considerations has been included in an
updated version of the project Gantt chart which has been included in Appendix 5. Stage 2 will begin
with more concept generation before converging into a concept development and evaluation phase
before selecting a final solution.
4.29. Conclusion
By completing the stage 1 folio the following project objectives, outlined on page 11 of the stage 1
report, were been met;
• Explore the idea of STEM involvement in an extra-curricular environment to further define the
problem, need and aim for the project. Also identify key products which are currently being
used in this area and outline the key issues which exist with the use of these products and how
these could be addressed.

30
• Explore some of the basic scientific principles which could be adapted into a small scale form
which could provide ideas for an electronic-based scientific kit for the 14 – 19 age range.
• Explore the idea of having one modular product which can be configured into many different
layouts to provide the user with the opportunity of exploring more than one area of STEM with
the need to only purchase one kit.
The issues surrounding STEM engagement and current schemes in place to address some of these issues
have been investigated throughout the literature which identified a need for incorporating STEM
engagement activities within extra-curricular groups such as scouts. The problem, need and aim of the
project were then further defined through a series of research outcomes obtained from the use of a
sequential and methodical approach utilising many design research methods to clearly identify customer
and user requirements for product development regarding the area of STEM resources for the identified
situation.
Current commercially available products were also identified and analysed. This analysis identified
key positive and negative aspects of various available resources being sold within a high-street toy store.
The analysis also investigated the implications associated with the use of these products within an extra-
curricular group, particularly scouts as this group was easy to relate to due to the product testing which
was conducted within this group prior to the competitive testing discussed in section 2.10.
On conclusion of the research phase of the project, key scientific principles were identified through an
observational study of interactive displays used within Glasgow Science Centre. This outlined some of
the principles involving interactive elements which could easily be transferred into a small-scale
product for use within an extra-curricular group. The ideas generated as a result of the initial
observational study were discussed in detail, including highlighting user challenge and potential
questions which could be used to enhance the use of the conceptual design and promote learning within
key STEM areas. These designs also highlighted the idea of generating a kit which focused on modular
design and construction. Other conceptual designs were also considered, including designs generated
by potential users, which were explored through the use of a focus group activity in order to identify
products the target user market would be interested in buying. The conceptual design produced from
the focus group activity are discussed throughout section 3.3.
The consideration of the target user group was integrated into the process through the use of a further
method, random word generation, which identified key areas of interest within the 14 – 19 year old age
group, in particular interests of female students within this age group. Female students provided the
focus for this activity as female participation in STEM subjects was highlighted as a key issue
throughout the literature review and further research.

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5. Conceptual Design Phase
The conceptual design phase is the third phase
within the progression of this project, as outlined by
the methodology diagram to the left. This section
comprised the use of several design methods and
techniques in order to generate basic conceptual
ideas based on current scientific experimentation
and school subject areas, target age group
requirements and specific focus on interests of
female students between the ages of 14 and 19.
This phase of the project covers a large range of
conceptual possibilities within many STEM areas
before moving into more detailed conceptual
development with accompanying evaluation and
final concept selection. This is essential to ensure
the selection of the best solution, therefore this requires a divergent and convergent structure to allow
for a wide range of possibilities to gradually become narrower before a final solution is chosen. This
phase of the project is covered throughout this section of the report and associated project work is also
displayed on pages 6 - 28 of the supporting portfolio.
5.1. Conceptual Design Phase Approach
This project phase began towards the end of stage 1 of this project, outlining the need for s astructured
approach and highlighting the customised approach taken through the use of a design flowchart, stating
the design methods deployed and the order in which the methods were conducted. The same approach
is being utilised throughout the continuation of this phase of the project within stage 2. The diagram
below shows the approach being taken for the completion of this phase of stage 2;
Figure 5.1. 1 - The continuing conceptual design phase approach for stage 2.
This secondary step within the conceptual design phase of the project will combine elements of
conceptual design with elements of evaluation and testing to ensure the project is progressing in a
Figure 5. 1 - A diagram showing the current
position of project development on the outlined
project methodology.

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direction which is desirable to all key stakeholders. This phase begins with the continuation of the
random word generation activity which is further developed within the next section of the report.
5.2. Focus Group – Random Word Generation Development
On Friday 1st November 2013 North Ayrshire Council ran a workshop aimed at encouraging S3 female
students to consider a future within the area of STEM. As part of this workshop an activity was
conducted in order to identify key areas of interest to this age group of girls. As identified throughout
the literature review, girls are less likely to participate in STEM subjects, losing interest as early as the
age of 8. Therefore this concept generation activity provided an opportunity to engage with potential
female users and identify areas which could incorporated within a concept design to ensure buy-in and
high interest levels which could increase participation levels with female students. The resulting
brainstorming graph from this activity is included on page 40 of the stage 1 supporting portfolio.
The brainstorming graph generated from this
activity was then further developed within a
concept generation session, held with 4 product
design students. The aim of the concept
generation session was to take the random
words generated by the S3 girls and generate
ideas for STEM-based kits/products that could
be created which corresponded the areas of
interest they had highlighted through the words
which had been generated as part of the activity.
The group of product design students were
given no rules for concept generation other than
the idea had to relate to the production of a STEM-based product which could be easily used in an extra-
curricular group to demonstrate some principal in relation to a STEM subject. The outputs from the
concept generation session are illustrated on pages 6 - 9 of the stage 2 supporting portfolio and are
discussed in further detail below.
Baking
Idea 1 (Image 60) – This idea shows a physics and construction based kit which aims to allow the user
to build their own mini-oven. This would be a long-term project, such as building a kit car, which
would be completed in stages over several week with the aim of teaching the user about all elements
which are need to build an oven before they can use it for baking purposes.
Idea 2 (Image 61) – This idea was based on chemicals and how baking represents the mixing of different
elements to form compounds, like cake baking.
Figure 5.2. 1 - An image of the focus group of
students generating concepts from random word
generation outcomes.

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Camping
Idea 1 (Image 62) – When camping, it is becoming more popular to own pieces of equipment which
require the use of a renewable source of energy, such as camping stoves, portable hand-held tv etc. This
kit would provide the pieces necessary for building several different configurations which would supply
the user with a renewable power source when camping.
Idea 2 (Image 63) – This concept explores the idea of combining camping with a STEM kit by hiding
the kit in the bottom of a rucksack. The kit would cover areas such as weight, gravity and centre of
gravity, all of which are important when trying to pack a rucksack to ensure the weight is distributed
evenly to make for a comfortable user experience.
Being Outside
Idea 1 (Image 64) – This concept suggests using the childhood game of hide and seek, but with a STEM
twist. Hide and seek would involve the users hunting for a STEM-related object by finding and
following clues.
Idea 2 (Image 65) – This idea would encourage the user to think about weather and its effect on
materials. The kit would explain the process of water-proofing and provide the correct elements to
allow the user to water-proof an object of their choice.
Idea 3 (Image 66) – As there are a lot of natural resources outdoors, this concept suggest the idea of the
user making their own kit, with focus on a particular STEM area, by using the natural resources
available to them.
Social Networking
Idea 1 (Image 67) – The idea for the area of social networking considers using online-based games.
This suggestion specifically mentions using anagrams of STEM-based subject words to teach the user
key STEM terminology.
Socialising
Idea 1 (Image 68) – Socialising in this age group is generally through use of mobile phones and other
portable devices. This concept suggests having a kit where the user can develop and make an accessory
for their phone/mobile device. The accessory would show the user how regularly they use their phone
everyday, the energy usage and the current life of the battery if the phone continues to use this energy.
The product would also have the hidden surprise of an electric shock if the user was using too much
energy.
Seaside
Idea 1 (Image 72) – This concept is based on the idea of the user understanding the principals of a
hydro-electric turbine before constructing their own miniature version of this technology.

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Fashion and Physics
Idea 1 (Image 69) – To encourage more participation by females in this age group, this concept suggests
combining fashion and physics. The kit would supply the elements for the user to produce their own
piece of customised clothing, which also includes a programmable aspect such as lights, a personalised
message etc.
Idea 2 (Image 70) – The theme of combining female aspects with physics continued with the generation
of this concept. This idea considers the use of more female-oriented colours, such as pink, in the
construction of STEM-based instrumentation and resources.
Idea 3 (Image 71) – This concept is an expansion of the concept suggested in idea 1.
IT/TV
Idea 1 (Image 73) – This concept suggested combining STEM-based activities with current popular
television programmes, such as the Big Bang Theory. A programme of activities could be developed
to be completed in tangent to the theories and STEM aspects covered within the television series.
Idea 2 (Image 74) – The second idea in this category is looking at a popular and developing idea within
the current STEM market, the use, adaptation and development of Raspberry Pi. As an entity,
Raspberry Pi is just a programmable circuit board, however, this concept suggests developing a range
of kits which can use Raspberry Pi but also supply the necessary elements to make a fully-functioning
product, in this case the concept suggests making a TV.
Make-up
Idea 1 (Image 76) – This concept suggest supply all the required elements to produce a chemistry-based
set which allows the user to make their own make-up.
Idea 2 (Image 78) – The second concept develops the idea expressed in the first concept in this area,
and suggests developing a kit to allow the user to make their own perfume.
Idea 3 (Image 79) – The third concept is the most developed concept within this area. This concept
suggests developing construction-based kit with programmable elements to achieve a fully-functioning
robotic arm which the user has full control over. This would allow a different and changing outcome
every time the kit was constructed and provides a high-level of learning.
Walking the Dog
Idea 1 (Image 75) – This concept looks at the possibility of making dog walking more interactive with
kits based on making simple dog accessories more high-tech. The image shows a lead with an
interactive touch screen.
Holidays (Public)
Idea 1 (Image 77) – Public holidays have a lot of theme-based accessories associated with the
celebration. The idea demonstrated for this area is the use of iconic public holiday products and

35
providing the user with a kit which allows them to make, decorate, programme and design their own
holiday-themed product.
Practical Things
Idea 1 (Image 90) – This concept again looks at the use of robots within s STEM-based kit. The idea
is that the user will be provided with a basic kit of components which will allow them to arrange the
components in any way to build several designs of programmable robots.
Idea 2 (Image 91) – This concept concentrates on trying to developing learning and engagement across
all STEM subjects and suggests supplying the user with a simple base product which has numerous
‘card’ elements to it. The facilitator within the group would then setup the product to relate to the
STEM subject of their choice and the young people would then use this in a similar way to the game
articulate, where the young people would take it in turns to pick a card. The card would then provide
instructions for a STEM-based activity that they must complete with the group.
Music
Idea 1 (Image 92) – This concept suggests providing a kit for the user to build their own synthesiser so
they can compose their own music once the kit has been completed.
Summary
A concept generation session was held with 4 product design students and centred on the random word
generation which was conducted with the group of S3 female students on 1st
November 2013. The
design students used the key headings and areas which were gathered as outcomes of the random word
generation activity to guide their concept generation process. The outcome of this process is illustrated
on pages 6 - 9 of the stage 2 supporting portfolio and the key learning points taken from this exercise
are outlined below.
Key Learning Points;
• A majority of the concepts generated through this activity concentrated on the use of
construction-based kits. This is significant as it perhaps suggests the route which further
concept development should take as this is clearly a design suggestion for this area of product
development.
• Many concepts suggest the use and integration of products such as Raspberry Pi and use this to
develop the basic structure of the kit to enable the user to build a fully-functioning product
which will be of more benefit in terms of the enjoyment and use they achieve from the product.
• A lot of the concepts generated seem to focus on a particular area of STEM, however, one
concept had suggested the inclusion of all STEM subject areas when considering the
development of this product. This idea must be taken forward and the inclusion of all STEM
subject areas is necessary for achieving increased interest and participation in this area.

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• Some of the concepts generated through this activity are similar to existing products, this is
probably as a result of the students having experience of using products such as LEGO
Mindstorm. However, it has already been established that these types of product do not work
or integrate well with use in an extra-curricular group context. This is primarily due to the need
for knowledge and expertise relating to the use of the product which simply does not exist in
this type of situation. Therefore this highlights the need to retain this information at the
forefront of critical evaluation and selection decisions as the need for expertise and knowledge
in order to operate the final developed product must be avoided as a critical success factor of
the product integration.
5.3. Concept Generation Evaluation
A focus group was held with the goal of evaluating the concept generation stage, within the conceptual
design phase of the project methodology and approach, to enable identification of suitable solutions
which could be further developed throughout the following stage of concept development. The focus
group was an eclectic mix of students, potential users and experts in the field from Glasgow City of
Science and the Glasgow Science centre. The feedback, in relation to each previously developed
concept and each concept generation stage outlined in the report, is outlined below.
Concept 1
Concept 1 is discussed on page 79 of the stage 1 report and is shown on page 36 of the stage 1 supporting
portfolio. Concept 1 took inspiration from the interactive and modular displays which were identified
at the Glasgow Science Centre. The kit aimed to generate knowledge in relation to practical
experimental areas within physics, including velocity at points on a circle, optical illusions created
through rotating objects and height in relation to rotational velocity within a parabolic structure. This
idea provided user freedom, allowing for experimentation and creativity to generate ideas for new
experiments and activities after completion of the basic experimental instructions which have been
provided as part of the kit. The kit also required full user construction before experimentation in any
area could be undertaken and this would build knowledge and skills in further areas.
The focus group provided the following feedback in relation to concept 1;
• The incorporation of several different STEM areas in one product is a good way of helping or
improving learning in many areas across the school curriculum, however the different options
presented within this concept will require significant amounts of clear and concise narration
accompanying the product to ensure the user generates meaningful learning in these areas to
induce key STEM principals rather than just encouraging play.
• Initial users of the kit may be apprehensive or concerned about their ability within the school
subjects represented by this kit, as indicated through the accompanying research, so the user

37
learning must be made in a positive manner with a link provided between the kit and expert
input.
• Concept one provides a great opportunity for developing teamwork and sharing amongst
friends, peers and others with interests in similar areas. As social networking has been
highlighted as an integral part of the lives of the young people being highlighted as the target
market for this product, concept one lends itself to being linked and used alongside a social
network capability which could be linked with the product. If this can be incorporated into the
overall design and idea of concept one then the social mobility and interaction characteristics
which are inherent within social networking will be well utilised and beneficial to promoting
the STEM principals presented within the conceptual design.
• The conceptual design illustrates ideas which are relevant to the target market.
• Existing products tend to have a problem where they begin by being extremely easy and the
next stage jumps to being extremely difficult which, from the experience of the focus group,
contributes to disengagement with the product. The focus group thought this design provided
great opportunity to introduce different difficulty levels to accommodate a range of user
abilities to maintain and improve user engagement and interest.
• With provision of good, detailed instructions there should be no need for pre-requisite
experience or knowledge in relation to the use of this kit, therefore volunteers within extra-
curricular groups will not feel they require training or knowledge in an unknown area.
• The use of the kit could probably be spread over a few weeks to fit the amount of time available
within the weekly meetings, previously highlighted as 0 – 1 hours, which is typical within extra-
curricular groups.
• The focus group suggested that links with other interests was perhaps lacking in this conceptual
design, however, they still believed the link with social media and the sharing of ideas could
provide fun and relevance within the target market.
• The focus group suggested that this was a good example of a conceptual design as it focused
on areas which were not well covered within the school curriculum and so was directly
addressing key areas where STEM engagement was a particular issue.
• The focus group felt this conceptual design could resolve the issue related to storage by
including more than one activity within the product. By incorporating modular design the
group would essential have access to 5 or more activities and would only require the storage
space associated with one of the currently available products.
• Learning appears to be well promoted within this conceptual design. A sense of achievement
would occur on completion of the product and subsequent testing.

Stage 2 Report

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Stage 2 Report