The document provides background information on a project to design an interactive STEM exhibit for the Wonder Factory science center in Flagstaff, Arizona. It outlines the project requirements, including that the exhibit must be safe, educational, engaging for multiple users, and mobile. Several existing STEM exhibit designs are discussed at both the system and subsystem level. Requirements and potential designs are analyzed to inform the project team's selection of a final proposed design.

1. Wonder Factory A
Team 20
Preliminary Proposal Report
Ahmad Alowais
Mohammed Alqahtani
Mohammed Aldossari
Aaron Ake
Tim Walters
2016-17
Project Sponsor: Steve and Jackee Alston
Faculty Advisor: Dr. Sarah Oman
Sponsor Mentor: Dr. David Willy
Instructor: Dr. David Trevas
DISCLAIMER
This report was prepared by students as part of a university
course requirement. While considerable effort has been put
into the project, it is not the work of licensed engineers and has
not undergone the extensive verification that is common in the
profession. The information, data, conclusions, and content of
this report should not be relied on or utilized without thorough,
independent testing and verification. University faculty
members may have been associated with this project as
advisors, sponsors, or course instructors, but as such they are
not responsible for the accuracy of results or conclusions.

2. Table of Contents
DISCLAIMER 2
1 BACKGROUND 1
1.1 Introduction 1
1.2 Project Description 1
2 REQUIREMENTS 2
2.1 Customer Requirements (CRs) 2
2.2 Engineering Requirements (ERs) 2
2.3 Testing Procedures (TP's) 3
2.3.1Weight 3
2.3.2Sharp Edges 3
2.3.3Pinch Points 3
2.3.4Mobility 3
2.3.5Size 3
2.3.6Power 3
2.3.7Visual 3
2.4 Design Links (DL's) 3
2.4.1Weight 3
2.4.2Sharp Edges 3
2.4.3Pinch Points 4
2.4.4Mobility 4
2.4.5Size 4
2.4.6Power 4
2.4.7Visual 4
2.5 House of Quality (HoQ) 5
3 EXISTING DESIGNS 6
3.1 Design Research 6
3.2 System Level 7
3.2.1Existing Design #1: Robotic arm exhibit from Aliens and
Androids 7
3.2.2Existing Design #2: Circuit Puzzle from TMNT: Secrets of
the Sewer 7
3.2.3Existing Design #3: Kinetics Gallery 8
3.3 Subsystem Level 9
3.3.1Subsystem #1: Gear and pulley display 9

3. 3.3.2Subsystem #2: Marble wall 9
3.3.3Subsystem #3: Pulley Race 9
3.4 Functional Decomposition 9
4 DESIGNS CONSIDERED 11
4.1 Sound Disk 11
4.2 Air Rocket/Artillery 11
4.3 Magnet Car 12
4.4 Oil and Water 13
4.5 Weight Game 13
4.6 Magnet Pulley 14
4.7 Egg Helmet 15
4.8 Thermal Structure 16
4.9 Pulley Wall 16
4.10 Gear Reduction Box(es) 17
5 DESIGN SELECTED 18
5.1 Rationale for Design Selection 18
5.1.1Brainstorming 18
5.1.2Pugh Chart 18
5.1.3Decision Matrix 18
5.2 Design Description 19
6 Proposed Design 22
6.1 Bill of Materials 22
6.2 Schedule 23
7 References 24
iv
BACKGROUNDIntroduction
The Wonder Factory is an up-and-coming community science
center located in Flagstaff Arizona. The center is founded by
Steve and Jackee Alston, a husband and wife who are locals in
Flagstaff. Mr. and Mrs. Alston (having careers in the technical
field) are passionate about fostering the interest of science,
technology, engineering and math with the younger generation
[1]. And what better way to do this, than with a science center
in Flagstaff. Studies have shown that “visual and verbal

4. elements complement each other and promote effective
learning” [2]. The capstone team’s objective with the Wonder
Factory is to create a variety of fun and innovative exhibit ideas
for this new science center. The exhibit must portray one or
more STEM centered subjects that integrate a fun and
interesting learning aspect. Ultimately the team will fabricate a
final design idea that not only follows the customer’s
requirements, but an exhibit that is fully functional and ready to
use for Wonder factory events.
Project Description
The mission statement of this project is to create a fun and
engaging exhibit that not only appeals to a younger audience,
but sparks an interest in STEM centered subjects. The project
itself is planned to take a duration of two semesters. The first
semester’s goal is to create a proposal of a final idea that the
capstone team decides upon. The second semester will include
the actual construction of the final idea with a final
presentation/demonstration of that idea. The STEM interactive
display project description entails the requirements for this
capstone team to follow. These requirements are laid out by the
project supervisor (Dr. Willy) and the customers (Mr. and Mrs.
Alston).
In brainstorming for ideas, the team is required to generate up
to 100 different ideas. Per the project description, these ideas
can include existing, new, wacky and off the wall concepts [3].
The reason behind this is to gather as much inspiration and
innovative concepts as possible, but keeping in mind that the
exhibit must keep young kids engaged. After this, the team
must glean the list of ideas and pick at least five plausible
ideas. The team can hold focus groups or take surveys to decide
on which idea would fit best for the Wonder Factory. Most
importantly, the team will share their ideas with the customer
before a final design is selected [3]. Safety will be a number
one priority when deciding on a final idea. Next will be if the
idea is fun and engaging. The idea must also portray one or
more concepts that are easy for the user to understand and feel

5. smart about understanding the concept. Lastly, multiple users
must be able to interact with this exhibit. Once all of this is
met, a final idea can be agreed upon.
Materials for the final design must be selected strategically.
The capstone team has to work within the customer budget of
$1,500. This budget has the potential to increase. The team can
organize fundraising and aid in events with the client [3]. The
Wonder Factory will eventually be founded by the city of
Flagstaff with donations and grants, but until then the customers
will need to fund it independently or through fundraising
events.
REQUIREMENTSCustomer Requirements (CRs)
In meeting with the customer, the design team acquired design
parameters. These parameters will be used to help guide the
design process in terms of customer satisfaction. From here the
team can then formulate multiple ideas in brainstorming
sessions. The customer requirements are as follows with
weights of importance (1-5):
Multiple users (2)
The customers insist that our exhibit is not only safe, but can be
simple for users to operate. A complex display can inhibit users
from learning the core concept. In doing this, the user also
needs to feel smart when operating the exhibit. An important
goal of the Wonder Factory is to foster the interest of STEM
centered subjects. This can only be done if the user is engaged
while playing with the exhibit. The exhibit also must be
interactive for the user. This coincides with the user being able

6. to project themselves into the exhibit. Mr. and Mrs. Alston
were very keen on making sure that when a child uses the
exhibit, he or she can “be” the engineer. They want a user to
feel like they are in the position of a real-life scientist, doctor,
engineer, etc.
Mobility of the exhibit is also important in terms of setting up
and tearing down for future events and expos. The customers
added this because they want an exhibit that can be moved from
place to place while they are looking for a permanent location
in Flagstaff. Mr. and Mrs. Alston also mentioned that they
would like the exhibit to accommodate multiple users. They
envision this science center accommodating a large volume of
people. An exhibit that can integrate multiple users is ideal for
this situation. Also, having an interactive display in which the
user can experience the exhibit with multiple people seems
beneficial in terms of connection. Engineering Requirements
(ERs)
The team's engineering requirements are a translation of the
customers’ requirements. The team’s customer listed seven
requirements that are imperative for the final design. Safety
was the highest weighted requirement and the team projected
two engineering requirements for these parameters accordingly.
The first one being that the exhibit does not have any pinch
points or sharp edges. Also, if the exhibit should use electrical
power, the exhibit must not exceed more than 15 amps and 120
volts to avoid electric shock.
The customer, now, unfortunately does not have a set location
for the new science center. The exhibits they have, at their
disposal must be mobile for events and fundraising while they
are searching for a location. So, the customer demands that the
design should be mobile and lightweight. The team decided on a
weight restriction of 60 pounds and a full setup footprint size of
about 1728-cubic foot. For transportation purposes, the exhibit
must be able to fold down into a 125-cubic foot.
Testing Procedures (TP's)

7. Weight
The weight of the design is important. The final design must be
light enough so a couple individuals can lift the exhibit and
move it. This coincides with the mobility of the exhibit. An
ideal weight requirement for our final design must be less than
60 pounds. This can be tested by physically weighing the
design on a scale. Lifting the exhibit with two to three
people can also be a good benchmarking test.
Sharp Edges
Sharp corners on this exhibit can be a problem. One way to
avoid this is to simply check the outside of the final design, by
running a hand along the sides of the exhibit to find a sharp
corner.
Pinch Points
To avoid a pinch point hazard, our final design must avoid the
chance of a user pinching his or her self. This can be tested
simply by interacting with the exhibit or by searching for
potential hinge and clamp hazards.
Mobility
Mobility of, the exhibit must be easy to store in a truck, trailer,
or van. The maximum dimensions of 60 by 60 by 60 inches
correspond to the average van or trailer size. This can be
completed by physically measuring the exhibit with a measuring
tape when it is disassembled and ready for storage.
Size
Once the exhibit is fully set up, the size of its footprint is a big
factor. The maximum dimensions for the setup should be 12 ft.
by 12 ft. by 12 ft. This can be monitored by measuring the
outside of the final design with a measuring tape.
Power
An exhibit that runs on a low amount of power is ideal in terms

8. of cost and in safety. To measure this, a voltmeter will be
utilized to measure the amount of current and voltage is
using. A voltmeter can also be used on the exhibit itself to
detect potential electrical hazards.
Visual
Visually seeing the exhibit is very important. If incased in a
box, the user must be able to see how the display works. The
visual aspect can be tested in focus groups were users can
interact with it and can provide feedback.
Design Links (DL's)
Weight
Weight will be controlled by using light materials such as
plastics, wood or aluminum, as opposed to using heavy
materials such as steel and glass. Parts will also be designed
in such a way to reduce weight. When reducing weight on parts,
the redesigned parts must keep their structural integrity.
Sharp Edges
Young users will be using our exhibit, so it is important to
cover all and or reduce all sharp corners or protruding objects.
Padding will be installed on these hazards in the exhibit if they
are not easily. An inexpensive foam material (like a pool
noodle) can be used on edges to reduce the chances of
unexpected injuries.
Pinch Points
Pinching hazards can be avoided by redesigning the
component. For example: instead of a hinged door, the door can
be removed and replaced with a curtain. If redesigning is not an
option, then padding can be installed (inexpensive foam
material). If a pinching hazard is present in the exhibit and is
not essential to the user interaction, this hazard can be relocated
on the exhibit itself so it can be inaccessible.

9. Mobility
The storage size of the exhibit can be controlled by designing
the exhibit in a way that can be disassembled and reassembled
when ready for use. Incorporating attachments and
connecting parts can help reduce the storage footprint size.
Scaling down dimensions is another alternative to reduce size.
Size
The full setup footprint can be controlled by scaling design
dimensions down. Structural integrity must be considered as
well when scaling down dimensions. This can also be monitored
by setting up the exhibit in a room that is like the science
museum location.
Power
In terms of voltage and current, the maximum amount we want
is as follows: 5 mA and 120 V. A low voltage exhibit will
reduce the chance of a user encountering an electrical hazard.
Strategic electronic placement and proper insulation are other
alternatives.
Visual
For visuals (if incased), it should be easily seen. This can be
accomplished by using clear Plexiglas or some sort of
transparent material.
23House of Quality (HoQ)
The House of Quality (HoQ) is a brief overview of the customer
requirements and their corresponding weights. These
requirements are formulated from customer specifications and
parameters that are needed. As see below, safety is a number
one priority. The fact that the exhibit conveys a STEM topic to
younger users in an engaging way is also a very important
aspect that the customers want. As this capstone project
progresses, these parameters will aid in guiding the group’s

10. ideas.
Table 11 - House of Quality
Customer Requirement
Weight
Engineering Requirements
Weight <60 lbs
No sharp corners
No pinch points
View internal compents
Storing Dimensions (no larger than 60x60x60 in)
Full Setup Dimensions (12x12x12 ft)
Low Voltage & Current for Power (> 5 mA, >120 V)
Simple to operate and understand
4
Interactive (tactile, audio, visual)
3
4
Should feel smart
4

11. 2
Project themselves
4
2
Mobile (can fit on a van or pickup)
3
5
4
4
Multiple people can use at the same time
2
3

12. 3
Safety
5
4
4
5
Absolute Technical Importance (ATI)
15
20
20
28
18
18
25
Relative Technical Importance (RTI)
Target(s), with Tolerance(s)
30 +/- 2 lbs

13. -
-
-
40x40x40 +/- 6 in
10x10x10 +/- 1 foot
120 V, 15A +/- 0.5A
Testing Procedure (TP#)
1
2
3
7
4
5
6
Design Link (DL#)
1
2
3
7
4
5
6
EXISTING DESIGNSDesign Research
Science is a very fundamental aspect of our economy. It is an
effective way of exploring, engaging and understanding the
world around us. Science, Technology, Engineering and Math
(or STEM) is an education curriculum used to promote these
subjects. The overall goal here is to promote these subjects to
the younger generation so they have the desire and
determination to achieve success in these fields of study.
STEM is a program with the primary objective of gathering,
evaluating and solving various problems faced by individuals

14. who work in the field today. STEM mainly aims at enhancing
the skills of students studying these subjects. The STEM
program has ensured an increase in the number of students and
teachers taking STEM subjects.
This exhibit should improve their skills and experiences in the
subjects of science, technology and mathematics. Conveying
information by teachers and professors plays a significant role
in developing the quality of learning. STEM has improved the
welfare of teachers and professors. The information they teach
is of a higher caliber, and they are compensated for this [4].
Different students across the world face different challenges
that obstruct them from achieving success. The study of
technology and science improves the global economy by
offering quality and active researchers, innovators, leaders and
educators. STEM grants have the obligation of ensuring
equitable distribution of learning resources to different regions
to ensure appropriate development and research. STEM grants
come from various agencies and education institutions. These
funds are used to improve the level and distribution of federal
investments, improving youth engagement in various science
and technology programs and improving the quality of
preschool learning with the use of technology and science.
Different designs have been researched to enhance the
flexibility and efficiency of STEM programs. Research by the
National Research Council of the United States has contributed
to the efficient use of STEM programs. The study postulates
that STEM has significantly increased per capita growth in the
United States. The research also stipulates that STEM has
developed the United States into one of the leading innovation
leaders in the world [5]. The designs were investigated using
qualitative and quantitative approaches to develop better
applications of STEM. Research practices such as
interdisciplinary project based learning and understanding of
the real world have been used to produce striking designs used
in STEM programs. Research on challenging objectives
containing opportunities to improve learning for children has

15. been used to create and facilitate the education process. Models
for community partnerships were elaborated by the conducted
research as having unearthed better and appropriate ways of
promoting internship among the STEM learners and education
trainers [5].
Enough evidence exists that indicates the effectiveness of the
STEM program. Different journals, catalogues and publications
have been developed to show the effects of STEM. The census
bureau, national center for education and statistics, and the
Institute of Education Science and Technology in the United
States are examples of organizations that have developed
publications that record the practical measures of STEM in the
country. The Journal of Research in Science and Teaching by
Bell, Blair and Crawford (2003) stipulates the effectiveness of
STEM programs. The journal of interactive learning Research
by Schallert and Liu (2006) also contains clear evidence of the
flexibility and importance of STEM policies [5].
The benchmarking process of STEM concentrates on efforts to
improve the applicability and flexibility of STEM to all
students. It involves the use of impact data collected from
learning institutions. The benchmarking data set for STEM uses
a broad definition of STEM. It comprises different fields such
as economics, architecture, health science and economics. The
benchmarking also uses a dashboard that gives a complete data
set. The benchmarking process involves visiting learning
institutions, interviewing students on the impacts of STEM and
observing the effects of STEM on students.
STEM is a very significant program that should be developed in
every part of the world to enhance the application of science
and technology in students. It improves equitable distribution
of learning resources that leads to equitable economic
development and research.System Level
Existing Design #1: Robotic arm exhibit from Aliens and
Androids
The exhibit in Figure 1 shows a robotic arm display from the

16. Aliens and Androids traveling exhibition. This exhibit shows
how a robotic arm works to pick up blocks and place them in
the correct cut outs. This exhibit shows from a basic level
what a robot can do with a vision system. The requirements for
this capstone project is to design and build an interactive
exhibit for the Wonder Factory.
Figure 1 - Robotic Arm [6]
Existing Design #2: Circuit Puzzle from TMNT: Secrets of the
Sewer
The exhibit shown in Figure 2 is from the Teenage Mutant Ninja
Turtle: Secrets of the Sewer exhibit that is currently at the
Discovery Cube in Orange County. This exhibit has two
different puzzles. Both puzzles use a battery and other
electrical components that a child uses to complete a circuit to
either turn on a sign or a fan [7]. This exhibit allows the
children to become an electrical engineer by creating an actual
circuit.
Figure 2 - Circuit Puzzle [8]
Existing Design #3: Kinetics Gallery
Figure 3 shows an exhibit at the Discovery Science Place in
Texas. This exhibit has two separate areas where children can
learn about the concept of kinetics. One portion is a prebuilt
exhibit where objects move on a specified track. On the other
portion of this exhibit, a child can build a track that a ball can
travel through using different configurations of pipes.
Figure 3 - Buford Kinetics Gallery [9]
Subsystem Level
Subsystem #1: Gear and pulley display
This display would have a small gear box with an output shaft
attached to a handle, and an input shaft attached to a pulley.

17. As the pulley on the output shaft turns it will take up a rope that
is used to lift a weighted bag. This system would show the
children how pulleys and gears can be used to reduce the
amount of force that is required to lift an object.
Subsystem #2: Marble wall
This display would show the differences in potential energy.
With different tubes placed at different heights a child would
set a marble onto a ledge then push it into a tube. As the
marble travels down the tube it would be launched and they
would be able to see how far it travels. The height of the start
locations and the exit angle can be changed so that the child
could see the differences in landing locations.
Subsystem #3: Pulley Race
This display would show the differences in pulley systems and
the ease of lifting an object. The object would have the same
mass for all the pulley systems. One system would be a 1:1,
another system would be a 2:1. This will show the differences
in speed and the amount of work needed to lift the same object.
Functional Decomposition
A functional decomposition is a well-structured diagram of a
walkthrough of the team’s design requirements and process
(diagram 1). The team will use this as a guide to shape the
overall product. It is imperative that the team follows these
design restrictions. These will not only shape the design
process, but will shape the overall outcome of the design.
Diagram 1 - Functional Decomposition

18. DESIGNS CONSIDEREDSound Disk
This concept generation was an idea based off sound waves and
how they can be channeled and amplified. The apparatus
consists of a large concave disk about eight feet in diameter and
about a half a foot to a foot deep for the concave. The disk
would be large and deep enough for a small user to stand back
inside the concave. The large disk could then be mounted on a
swivel that could be rotated by a user. When the user is in the
back of the concave disk, the sound will be amplified. The disk
channels the sound emitted from the surrounding area to the
user, like a giant megaphone.
This concept is relatively small, so the footprint size in the
science center isn’t an issue. The design can even be retrofitted
to be broken down for transportation purposes. This is a big
requirement for the client. The exhibit itself (if designed right)
is free of high voltage danger, pinch points and sharp corners.
So in this case, this is a relatively save exhibit. The problem
with this exhibit is the fact that the design is limited to only one
user. This is a parameter violation. The customer clearly stated
that that they want the exhibit to allow for multiple users. Also,
the materials for this design are costly. Relatively light weight
sheet metal that is non-corrosive may be expensive. Fabrication
for this design is also an issue. Forming that concave shape
may be challenging and welding may be needed. But most
importantly, this exhibit isn’t all that engaging to a younger
user. When users are engaged in an activity or with an exhibit,
they feel connected and can learn an important concept.
Figure 4 - Sound Disk Air Rocket/Artillery
This idea was generated off the concept of the game of
Battleship. A user would be able to launch a foam air rocket
from an apparatus that utilizes pressure, angle of launch and
trajectory from left to right. A user can add pressure for the
launch with a bike air pump. Once a pressure the desired
pressure is reached, he or she can change the direction of the

19. launch from left to right and the launch angle. The user will
then fire the rocket and try to aim it over a wall in front of them
to hit a target on the other side. The capstone team was
thinking that two users could be firing rockets on opposite ends
of the wall at targets. Each side would also have a spotter that
would tell the user firing the rocket to change angle, pressure or
position. In this case the first user to hit the target on the
opponent’s side wins.
This idea is relatively small when broken down for storage and
movement. The wall would be constructed of foldable beams
and panels. Or the wall could be made of a foldable sheet for
ease of setting up and braking down. This idea is also safe.
The team could add padding on the bike pump to reduce pinch
points and even install a safety relief valve so the tank can’t
reach dangerous levels of pressure. This idea is also cheap.
Materials for the wall, launch apparatus and targets can be made
of wood, aluminum and PVC piping. Also, the fact that the
exhibit can accommodate for more than one user, is an
important customer requirement that this exhibit reaches. The
best aspect of this idea is that it can engage these users. In
working in teams, the users can feel smart in problem solving to
achieve a goal.
There are some drawbacks to this design. The full setup of this
design would have a large footprint. The design would have to
be scales down to fit customer dimensions. Also, this exhibit in
some ways could be dangerous. An individual could aim a
rocket at another user and could seriously hurt them. If the
capstone team chooses this idea, they would have to design
trajectory restrictions on the apparatus and make the rockets
lightweight. A rough rendering of this design can be seen
below in figure 8.
Figure 5 - Air RocketMagnet Car
The capstone team generated a concept called the Magnet
car, which is basically a multi-track system which

20. allow multiple users to race a slot car. Each car has a magnet
attach to it. Behind each car, a user can choose to add one or
multiple magnets. The polarity for the car magnets and the
magnets behind the cars should be facing the same polarity.
This will cause the magnets to repel. In front of the cars, there
is a removable wall which prevent the cars from moving
forward. When the wall is removed, the cars will move
toward due to the repealing power. In this case, this exhibit is a
game. Whoever can make their car move forward the furthest
will be the winner. This concept utilizes visual learning. A
user will see that the stronger magnetic field comes from adding
magnets. Therefore, the car will move forward more with a
strong field behind it.
We have five customer requirements and this design meets most
of the requirement. The dimensions for this design don't exceed
the parameters of a 12-cubic foot footprint. Also, it will be
more mobile than most of our other designs. The track table
could have caster wheels fitted on the bottom so the table could
be easily moved. The best parameter that this design meets is
the fact that kids will feel smart during this exhibit. They will
be able to figure out the more magnets you have, the stranger
the repelling polarity. And therefore, the car will move farther.
They can see themselves as an engineer while they are trying to
race with another user. Moreover, they will have fun at the
same time while they play. A figure of this design can be seen
below in figure 9.
Figure 6 - Magnet Car
Oil and Water
This design is basically allowing a user to separate an amount
of oil from a given volume of water. The water is housed in a
glass container, along with the oil layered on top. The user will
then be presented with several methods of removing the oil. It is
up to them to figure out the best way. They are provided with a
spoon, a coffee filter and some ice for chilling the water and

21. oil. This exhibit is more like a puzzle that a user should figure
out.
This idea met some of the team’s engineering requirements.
This exhibit falls within the budget, it’s safe and the footprint
size of this design is small for mobility purposes. However, it
doesn’t meet the client’s requirements in regards to engagement
and allowing multiple users. The exhibit is small and can only
allow for one user at a time. The customer was adamant about
the exhibit accommodating for multiple people. Also, the
exhibit isn’t all that engaging. A user could lose interest in
trying to problem solve with no end goal that is entertaining. A
sketch of this idea can be seen in figure 10 below.
Figure 7 - Oil and Walter
Weight Game
This design would teach children how to balance two objects
that have different weights as seen in Figure 6 - Weight Game
below. This design incorporates a seesaw and some weights.
The user’s mission in this exhibit would be to balance the
seesaw by adding weights to either side. If the total of weight
on one side of the seesaw is greater than the other side, the side
with the more weight will be misbalanced and will tilt more.
The concept behind this exhibit is to teach users mass balance.
This design is relatively small and therefore is mobile for the
customer. The weight of this exhibit really depends on the
amount of weights the team will utilize. Medium sized weights
varying from 1 to 5 pounds would allow for more weights for
this exhibit without exceeding the 60-pound limit. This exhibit
is also very visual. He or she can see the weights being added to
both sides and can see the variation in position of the seesaw.
The user then can correct the tilt by either adding or subtracting
weights form a side. However, there are some problems to this
design. This design is not very engaging. Users are just
balancing weights and are not learning anything from this
exhibit other than that equal weight amounts balance the
seesaw. When there is not engagement involved, an interest in

22. the concept is not achieved. The one big requirement for the
team’s final design is that the exhibit engages a user and strikes
their interest.
Figure 8 - Weight Game
Magnet Pulley
This design integrates magnetic fields and adds a games aspect
to it. For this idea, a magnet is hanging by a cord at the bottom
of a clear cylinder. A user can rotate a crank to raise up the
magnet at the bottom. To add complexity to this, strong magnets
are placed in slots around the outside of the cylinder. The
magnets on the outside will try the pull the hanging magnet to
the side of the cylinder and prevent it from reaching the top.
Another user will try to flip the magnets on the side of the
cylinder to repel the hanging magnet. The team was thinking of
incorporating multiple apparatuses to race one another to add
the game aspect to this exhibit idea.
This design is engaging to users because it has the gamming
element behind it. Users can compete with one another by
problem solving and racing to the top of the cylinder. This
reaches the customers number one requirement in terms of being
fun and engaging. This exhibit also includes multiple users,
which was another big requirement for the customers. This idea
also uses very few materials, so the cost of this design is low.
The size however could be a problem along with the weight.
Multiple magnet pulley apparatuses are needed for this exhibit
for the game aspect. This could be a problem in terms of
mobility.
Figure 9 - Magnet Pulley
Egg Helmet
The egg helmet idea is the simplest idea in the team's Pugh
chart. The idea consists of a protective shell in the shape of an
egg that a user will construct with given material. An egg will
then be placed inside this protective shell to help protect the
egg when the user throws or drops it. The user will be provided

23. with a variety of cheap material like paper, cotton, cardboard
and bubble wrap to help add protection to the helmet. The goal
of this exhibit is to protect the egg from breaking when the user
release it from a certain height.
This idea meets a lot of customer requirements. It is simple to
understand and therefore can spark an interest with a user. A
user can perform trial and error to construct a protective helmet
for their egg. Here they can visually learn that these simple
materials act as a cushion to protect the egg. This exhibit would
also allow for multiple people to use (a big requirement for the
customer). The idea is also very small and mobile. Being way
less than the size parameters, this allows for an easy set and
storage.
This idea does have some drawbacks. Integrating an egg can be
very messy. The egg could be replaced with an accelerometer to
simulate an egg breaking. This however might cost a lot of
money for multiple accelerometers and the programming for the
fictional egg breaking may be labor intensive. A rendering of
this design can be seen below (figure 10).
Figure 10 - Egg Helmet
Thermal Structure
The concept of a thermal structure is more complicated than the
other ideas that were generated and there for would be
recommended for children between the ages of 8-15. This
concept would entail the child to build a structure like a
building. A light bulb would then be placed inside and a
thermal camera would be used to observe if there were any the
thermal energy leaking from the structure. A device that could
be attached to a mobile device could be used in place of an
expensive industrial thermal camera.
This would satisfy the customer requirements for size, safety,
and easy to use. This concept could be built on top of most
tables and portable devices are also small enough to use with a
single hand. Since the light bulb would only be turned on after

24. the structure is built and then be covered, it would be difficult
for someone to get burned. One thing that might deter the build
of this concept would be the cost of the thermal camera.
Industrial cameras are expensive and would exceed the budget
for this project. This concept is also not simple due to the
involvement of thermal devices camera, and having to build the
structure to test.
There are many concepts that could be taught from this idea.
One of them is introducing the user to how heat can transfer
through different materials. It will also show them the effects
of bad design for insulation and how it will result energy loss.
The user also will discover which materials work better as a
thermal insulator.
Figure 11 - The Thermal Structure
Pulley Wall
This design will show the children how pulleys can be used to
reduce the about of force supplied by a person to lift an object.
The display would consist of two different pulley configurations
as seen in Figure 10 - Pulley Wall below. One configuration
would be with one pulley. This configuration would require an
equal amount of force that is applied to lift the objects weight
i.e.-a five-pound object would require five pounds of force to
lift. The second configuration would have multiple pulleys that
would be set up in a way that would reduce the amount of force
needed by at least have i.e. – a five-pound object would require
at most two and a half pounds of applied force to lift the object.
Figure 12 - Pulley Wall
There are both pros and cons to this idea. Some of the pros
would include: this display would be easy for multiple people to
use, the concepts are easy to understand, and it would be easy to
set up and take down. Some of the cons for this idea would be:
could be heavy and bulky which would make it hard to transport
because of the ropes in-between the different pulleys which
could get tangled during transportation.

25. Gear Reduction Box(es)
This design would focus on the concepts of gear reduction as
seen if Figure 13 - Gear Box below. Overall this would be like
the pulley wall in regards to being able to visually see that is
happening and also there would be multiple gear boxes with
different ratios. Each box would have a clear cover or the
entire box would be made with a translucent material like
acrylic or polycarbonate. With being able to see inside of the
gear the child would be able to see how using different ratios,
the output shaft rotational speed would differ from the input
shaft rotational speed.
Figure 13 - Gear Box
Some of the pros for this design include: portability, ease of
use. For this design, there are many cons. That cost of
materials would be higher, the weight of the gearboxes could be
high due to the material and size of the gears. It would also be
harder for multiple people to use the gearboxes due to the size
being small. DESIGN SELECTED Rationale for Design
Selection
Brainstorming
To generate as many ideas as possible, the team held several
brainstorming sessions. These sessions utilized two different
techniques of brainstorming: C-Sketching and Standard
Brainstorming session. C-Sketching was the most useful way to
generate many ideas. Each team member had multiple turns to
go up to a whiteboard and sketch a concept. With the rough
rendering on the board, another team member would explain
their concept. Then the rest of the team would critique the
concept and add to it in order to improve it. Between the two
different brainstorming techniques, the team generated 40
concepts.
Pugh Chart

26. To organize the ideas and narrow down the concepts that did not
meet the engineering and client requirements, the team
constructed a Pugh chart. The Pugh chart below in Table 2
Pugh Chart, shows an array of pluses, minuses and zeros. The
ideas from the brain storming sessions were compared to a
datum. The datum used for this process was an air tunnel that is
currently being used by the Wonder Factory during festivals and
carnivals around Flagstaff. Children then make parachutes out
of coffee filters and see how they react to an upward flow of air
in the tube. This datum was considered as a base with values
equaling zero. Each concept was then given a plus, minus, or
zero. A plus sign (+) is given to the idea that exceeds the
datum per the customer requirement. A minus sign (-) is given
to the concepts that doesn’t meet a customer requirement. A
zero is given if the concept is equal to the datum. Once each
concept was compared to the datum a summation was taken of
all the pluses and minuses for each concept. A concept with a
high sore is considered a concept that could be used for the
team’s final design. This air funnel idea is a small plastic tube
that is placed upright with a fan underneath it.
Table 2 Pugh Chart
Decision Matrix
The top ideas from the Pugh chart process were entered in a
decision matrix. This design matrix aided the team in
narrowing the top concepts down to three. The top five
concepts were rated on a scale of 1 to 10, with 10 being the
highest to each of the customer requirements. The results of the
design matrix can be seen in Table 3 -Decision Matrix. The egg
helmet scored the highest with 180 points because it satisfies
the customer requirements. It's small, light, mobile and safe.
The Rocket/Artillery idea scored the lowest with a score of 118.
This is due to the design size, weight, and safety.
Table 3 -Decision Matrix

27. Design Description
After discussing with the client, the pulley wall was chosen as
the final design for this capstone project. This exhibit design
will consist of a vertical board with two pulley configurations
fixed on each side of the wall (total of 4 configurations). The
pulleys on either side will be connected to a thin gauged rope so
a user can pull on the rope and lift a given weight of 10 pounds.
Each pulley configuration will be lifting the same weight. This
is done so a user can see that when he or she lifts a weight with
one configuration, it will be easier or harder to lift the same
weight with a different configuration. A 3D pulley rendering
can be seen below in figure 14. This pulley is 3 inches in
diameter and consists of two rotating wheels. The duel pulley
can allow for more complex configurations when lifting the
weight. Tensile force gauges and rulers will be added to the
ropes and walls of the exhibit. This will provide users a visual
understanding of how pulleys reduce force and the change in
height of the weight when pulled a certain distance.
Figure 14 – Pulley
This exhibit will utilize four different configurations to explain
the concept of how pulleys can reduce the amount of work to
lift an object with mechanical advantage. The Single Fixed
Pulley will be the first configuration on the pulley wall (figure
15). This is a 1:1 ratio of pulling, where the pulling force by the
user on the rope (the red arrow) is proportional to the weight
(the blue arrow) of the object being lifted. In this case, the user
will be feeling the full force of the ten-pound weight.
Figure 15 – Single Fixed Pulley [10]
The second configuration is known as a Single Flowing Pulley
(figure 16). This configuration is a 2:1 pulling ratio, were the

28. pulling force is split between the two sides of the line. Here, a
user can feel the mechanical advantage of the mechanism when
compared to the single fixed pulley system. The weight is cut in
half, thus making it easier to pull the weight up. The downside
to this configuration, is that a user is restricted to pull from
above to lift the weight.
Figure 16 – Single Floating Pulley [10]
The third configuration is called a Double Pulley system. As
seen in figure 17 below, this system is a hybrid between the
Single Fixed Pulley and the single Floating Pulley. This system
creates a 2:1 ratio, just like the Single Floating Pulley. The
tension in the line and the mechanical advantage is also the
same as well. But rather than a user pulling from above, he or
she can pull from bellow in this configuration. Here, a user can
learn that this combination of systems allows for easier access
of the rope, as well as a mechanical advantage.
Figure 17 – Double Pulley [10]
The last pulley configuration is known as the Block and Tackle.
This is a very common pulley configuration that is used on
ships and even on cranes. This system is comparable to the
double pulley but it has the ability to reduce tension
significantly by utilizing two double pulleys. The system
consists of a four-line configuration that yields a mechanical
advantage of 4 (4:1 ratio). More pulleys can be added to this to
further increase the mechanical advantage. A user can pull on
this rope and see that this is the best pulley configuration.
Figure 18 – Block and Tackle [10]
Proposed Design

29. For the team’s final design, a prototype will be constructed first
before construction of the actual design. This prototype will be
a proof of concept prototype. It will have the esthetics of the
final design and will show the basic overall structure and
function of the exhibit. With the use of a three-dimensional
rendering of the final design in SolidWorks, a prototype can be
3D printed in the MakerBot lab at the Cline Library on campus.
This is done by saving the SolidWorks file as a “.stl”. The file
is then sent via work order to the Maker Bot staff on campus at
the library, where it will be printed and ready for pickup within
2-3 business days.
The prototype is essential for concaving the team’s overall
vision of the final product. This prototype will also be shown to
the customer to help them visualize the esthetics and mechanics
in the exhibit. For the pulley wall, the prototype will consist of
fixed pulleys on vertical plane. Fishing line or cheap cord can
be used to simulate rope acting on the pulleys. The motions of
the line sliding on the fixed pulleys will help visualize the
different configurations. The prototype will also show that the
pulley wall has two sides with different configurations on each
side. This visually shows that the exhibit can be used with
multiple users.
After a small prototype is constructed, a larger full scale model
can be rendered. This model will strictly be a visual aid in
terms of footprint size, not a functional prototype. This can be
constructed out of plywood and cardboard to show the size of
the real exhibit. The model will show pulley placements, along
with the height, width and length of the board. This method of
prototyping will not only help the customer, but will aid the
team to visualize and construct the final product.Bill of
Materials
Materials, material sourcing and a cost analysis are crucial to
constructing the final product. Estimates can be seen below in
table 4. The framing selected for this design will be aluminum
members for the base, upright and cross members. This material

30. is not only strong, but will be lightweight for the customer to
aid in mobility. The vertical panel will be constructed out of
plywood. This is to reduce cost and weight. There will be a total
of six pulleys in this exhibit: one hanging double pulley, one
fixed double pulley, two hanging single pulley and two fixed
single pulleys. Strategically placed rulers and tensile force
gauges are factored into the cost as well, along with plenty of
Nylon rope for the pulleys and a plywood wall for the pulleys to
by mounted on. The total comes out to $827.79, which is well
under the $1,500 budget limit.
Table 4 – Bill of Materials
Item
Quantity
Cost/Item
Total
Frame Base
2
$ 10.00
$ 20.00
Frame Upright
2
$ 20.00
$ 40.00
Frame Cross member
1
$ 10.00
$ 10.00
Hanging double Pulley
1
$ 135.00
$ 135.00
Fixed double pulley
1
$ 45.00
$ 45.00

31. Hanging single pulley
2
$ 40.00
$ 80.00
Fixed single pulley
2
$ 25.00
$ 50.00
Ruler
3
$ 5.00
$ 15.00
Force Gauge
4
$ 75.00
$ 300.00
100' Nylon Rope
1
$ 13.99
$ 13.99
4' x 8' Plywood
4
$ 29.70
$ 118.80
Total
$ 827.79 Schedule
When the full-scale prototype is presented and evaluated,
planning and setting a schedule for the construction of the final
design can commence. Figure 19 below is a screenshot of the
schedule. The dates are a layout of when prototypes need to be
done and when orders need to be sent out. The purple bars
represent the prototyping phase. This is estimated to take about
a week. This entails two 3D printed pulleys (see figure 14) for a
proof of concept and a full-scale model that will show a

32. footprint size of the exhibit. A CAD rendering of this can be
seen figures 20 and 21, a front view and an exploded view.
The light blue is a scheduled customer meeting. This is just to
touch base with the client and present the 3D printed prototype.
The orange bar represents the start of construction of the final
design. This will be the first round of construction. The blue
bars represent ordering of parts. These are estimates of time for
a part to be ordered and the received. The green bar at the
bottom of the figure represents testing. This will entail physical
trials of the exhibit, along with focus group testing with users.
This schedule is subject to change. In terms of parts, they could
be out of stock at the time or delivery time could extend. This
can cause the start and end date of construction to change as
well. Testing will dictate weather the final product is ready or
not. Mechanisms could malfunction or focus group participants
could provide input about the exhibit in terms of changing or
adding a feature.
Figure 19 – Schedule
Figure 20 – Pulley Wall Figure 21 – Pulley Wall
Exploded view
References
[1] M. Goodman, "The wonder factory: An Engineering&
science center," Indiegogo, 2016. [Online]. Available:
https://www.indiegogo.com/projects/the-wonder-factory-an-
engineering-science-center--3#/. [Accessed 28 September 2016].
[2] K. Wall, S. Higgins and H. Smith, "The visual helps me

33. understand the complicated things," British Journal of
Educational Technology, vol. 36, no. 5, p. British Journal of
Educational Technology, 2005.
[3] D. Willy, "The Wonder Facotry - ME Project," [Online].
Available: https://bblearn.nau.edu/bbcswebdav/pid-4686009-dt-
content-rid-37760916_1/courses/1167-NAU00-ME-476C-
SEC001-2176.CONTENT/R-%20Wonder%20Factory-
%20STEM%20interactive%20display.pdf. [Accessed 28
September 2016].
[4] A. Kelly, R. Lesh and Y. Baek, Handbook of design
research methods in education: Innovations in science,
technology, engineering, and mathematics learning and
teaching, Routledge, 2014.
[5] J. Watkins and E. Mazur, "Retaining students in science,
technology, engineering, and mathematics (STEM) majors.,"
Journal of College Science Teaching, vol. 42, no. 5, pp. 36-41,
2013.
[6] Vancouver Sun Editorial Board, "Editorial: End-of-summer
PNE traditions offer a little something for everyone,"
Vancourver Sun, 16 August 2016. [Online]. Available:
http://vancouversun.com/opinion/editorials/editorial-end-of-
summer-pne-traditions-offer-a-little-something-for-everyone.
[Accessed 29 September 2016].
[7] Childeren's Museum of Indianapolis, "Teenage Mutant
Ninja Turtles: Secrets of the Sewer," [Online]. Available:
https://www.childrensmuseum.org/about/book-traveling-
exhibit/teenage-mutant-ninja-turtles. [Accessed 29 September
2016].
[8] Discovery Cube Orange County, "Teenage Mutant Ninja
Turtles: Secrets of the Sewer," [Online]. Available:
http://www.discoverycube.org/oc/exhibits/teenage-mutant-ninja-
turtles/. [Accessed 29 September 2016].
[9] Discovery Science Place, "Exhibits Gallery," [Online].
Available: http://www.discoveryscienceplace.org/. [Accessed 29
September 2016].
[10] New World Encyclopedia, "Pulley," MediaWiki, [Online].

34. Available: http://www.newworldencyclopedia.org/entry/Pulley.
[Accessed 15 November 2016].
Individual Post Mortem Analysis of ME 476C
(100pts: 75pts content/25pts Technical Writing)
The Post Mortem analysis is an individual report where you will
discuss how the first semester
of capstone went. It will be turned into Bb Learn at the
beginning of ME 486C Spring Semester.
This Report must answer questions all of the following
questions:
1. Did the team complete the Purpose and Goals stated in the
Team Charter?
2. Were the Ground Rules and Coping Strategies stated in the
Team Charter followed?
What worked and what did not?
3. Which aspects of project performance (time management,
product quality, manuf. Cost,
etc.) were most positive?

35. 4. Which aspects of project performance were most negative?
5. Which tools, methodologies and practices contributed to
positive (or negative) aspects of
performance?
6. What problems did the team encounter?
7. What specific organizational actions can be taken to improve
performance?
8. What specific technical lessons did you learn?
This Progress Report must include:
following two categories
o Contributors to project success
o Opportunities/areas for improvement
-style format, each paragraph
should flow into the next, from
topic to topic. Each paragraph should clearly and smoothly
convey which question you
are answering without using the question as a header.
The end goal of this Progress Report is that EACH individual
team member shows they can
constructively analyze the performance of themselves and their
team in order to improve

36. upon the second half of the project. When writing about any
negative aspects of the first
semester, be sure to word the report in the most positive manner
possible.
Reports must be formatted as follows:
- Single spaced
- 11-point font
- Include cover page with:
o Name
o Date
o Team number and name
o Assignment title
o Section information
- Reference page for any sources used
- SUBMIT AS PDF (no Word, .gdoc, Pages, etc.)
- Length: 4-5 pages