Raviv, D., & Radzins, A. (2014, June), From Idea to Prototyping A Hands-on, Engaging Undergraduate Design Experience  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20522

\bibitem{asee_peer_20522}
  Raviv, D., \& Radzins, A. (2014, June), \emph{From Idea to Prototyping A Hands-on, Engaging Undergraduate Design Experience}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--20522

Daniel Raviv and Anthony Radzins.  "From Idea to Prototyping A Hands-on, Engaging Undergraduate Design Experience".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://peer.asee.org/20522 Internet.  17 Apr, 2024

\bibitem{asee_peer_20522}
  Daniel Raviv and Anthony Radzins.
  "From Idea to Prototyping A Hands-on, Engaging Undergraduate Design Experience".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://peer.asee.org/20522 Internet.  17 Apr, 2024

@INPROCEEDINGS{asee_peer_20522
author = "Daniel Raviv and Anthony Radzins"
title = "From Idea to Prototyping A Hands-on, Engaging Undergraduate Design Experience"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/20522}
number = {10.18260/1-2--20522}
}

TY  - CPAPER
AB  -                             From Idea to Prototyping               A hands-on engaging undergraduate design experience       This paper describes an undergraduate-level problem-based design project that relates toeasing a real annoying experience for most drivers: the speed bump. It focuses on an engaging,mentoring-based learning process from inception to prototyping, while bearing in mind aspectsof commercialization.        The process starts with observation – an essential first step in problem solving – of whatwe take for granted, in this case, the solid, static, annoying speed bump. The next step isdiscussing and thinking critically, identifying pros and cons of existing solutions. It is followedby a more broad definition of the problem as a “vehicular speed reducer” instead of “speedbump,” focusing on the real problem. This is followed by a re-representation of the problem,performing inquiry-based focused research, thinking divergently to generate multiplealternatives, experimenting, testing, and evaluating multiple relevant solutions. In addition, non-technical aspects of the project were considered such as sustainability, commercialization, aswell as political and environmental friendliness.        The problem with existing speed bumps is multi-faceted: they cause vehicle damage,driver discomfort, and interfere with emergency response vehicles just to name a few. Mostimportantly, the design of the speed bump has remained unchanged for over half a century, andfor the most part it is an ad-hoc design. Redefining the problem allows for innovative ideas toflow, taking off from the current inside-the-box thinking. Students who have been involved inthis on-going project have gained experience in multiple non-technical soft skills such ascommunication, time management, problem-solving, and the ability to benefit from constructivecriticism.       The status of the project sits in the middle of testing our latest prototype which utilizessprings as a mechanism to make the speed bump more dynamic. The idea is to have themechanism impact fast vehicles while having no impact on vehicles abiding by the speed limit.
AU  - Daniel Raviv
AU  - Anthony Radzins
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - From Idea to Prototyping A Hands-on, Engaging Undergraduate Design Experience
UR  - https://peer.asee.org/20522
DO  - 10.18260/1-2--20522
ER  -