LESSON GUIDE Computer Mouse

LEARNING OBJECTIVES By the end of this workshop, the student will be able to: • Identify and apply the steps in the design process. • Gather and apply information pertinent to design planning. • Plan and organize the project. • Create concept and scaled sketches of design ideas. • Use appropriate design tools to create CAD drawings and full-scale 3D printed models. • Report and reflect on their experience with the design process using a suitable oral and/or written format.

ESSENTIAL QUESTIONS • How has the design of the computer mouse evolved? What has remained the same? • Why are ergonomics of a computer mouse important?

REQUIREMENTS Level Intermediate • Educator PC with access to: Academic Connections Engineering, Design −− Microsoft PowerPoint Thinking, Presentation and −− QuickTime Internet connection Communication, Hands-On Learning, Prototyping, Design • Projector for Manufacturability • 3D printers Core Concepts Design Optimization, • CAD design tool Engineering Design, Design, Print Optimization, Assembly, Computer Aided Design (CAD) PROCESS WORKFLOW Duration 1 - 2 weeks ASSIGNMENTS • Concept sketches: pencil or digital Ergonomics is about designing for people to maximize productivity • Scaled sketches: pencil or digital by reducing discomfort. Keeping the users of your product in mind, • 3D CAD drawings design a wireless mouse that will provide optimum comfort and performance. The mouse must meet the product description below: • Render images (optional) • 3D printed models (actual size) • Have a minimum of two buttons • Final report • Have an ergonomic design • Be wireless DESIGN PROCESS: RESEARCH • Use sparse fill (to conserve material) To facilitate research, students are encouraged to visit reputable • Include a mouse wheel (optional) design sites to explore a variety of mouse designs. The following blog posts are excellent examples of resources available online: “Apple’s First Production Mouse” https://www.ideo.com/work/mouse-for-apple/ “20 Cool Mice Designs You Don’t See Often” http://www.hongkiat.com/blog/mouse-designs/ COMPUTER MOUSE

DESIGN PROCESS: CONCEPT

Concept sketches: Refer to the Designer’s Toolkit available in the “Getting Started” section at http://www.stratasys.com/3DLC.

Scaled sketches: Refer to the Designer’s Toolkit available in the “Getting Started” section at http://www.stratasys.com/3DLC.

LESSON GUIDE / 2 COMPUTER MOUSE

DESIGN PROCESS: DEVELOPMENT

3D CAD modeling Working from their scaled sketches, students will generate two orthographic views (side and top) using CAD software. They will use the geometry created from the orthographic views to create the 3D drawing.

Top and side orthographic views

3D perspective view (wireframe) CAD render

DESIGN PROCESS: FORMALIZATION The computer mouse project illustrates the benefits of FDM™ 3D Printing using the sparse setting. It is important to note that printing the mouse project as a solid 3D model is not recommended. Using the sparse setting on the 3D printer reduces the amount of time and material required to print without jeopardizing the integrity of the final computer mouse design.

This partially 3D printed mouse exposes the recommended sparse pattern.

STUDENT EXAMPLES

These exemplary student projects followed the same project workflow.

LESSON GUIDE / 3 COMPUTER MOUSE

ASSESSMENT CRITERIA DRAWING AND USE OF CAD

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL (60-69%) (70-79%) (80-89%) (90-100%)

Knowledge/ 3D CAD drawings are Dimensions are used Most dimensions are All dimensions are present understanding incomplete or illegible. inconsistently. There is present and meet the design and meet the design Dimensions are not present; limited use of 3D design criteria. Most 3D design criteria. All 3D design tools 3D design features and features and tools covered tools and features have and features have been 3D drawing concepts tools have not been used. in class. been used properly. used correctly.

Thinking/inquiry Drawings consist of Drawings consist mostly Drawings contain some Drawings contain complex basic shapes that do not of basic shapes with few elements that will challenge shapes that will challenge Level of complexity challenge the student’s elements that challenge the the student’s design skills. the student’s design skills. design skills. student’s design skills. Application Final product does Final product reflects a few While some relatively Despite some relatively not resemble original elements of the original complex features could complex features, the final Design integrity scaled sketches. scaled sketches. not be accomplished, the product closely resembles final product reflects most the original scaled sketches. elements of the original scaled sketches.

PRODUCT DESIGN

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL (50-59%) (60-69%) (70-79%) (80-100%)

Knowledge/ Student met none of the Student met some of the Student met most of the Student met all of the understanding design criteria outlined in design criteria outlined in design criteria outlined in design criteria outlined in the Project Description. the Project Description. the Project Description. the Project Description. Design criteria Thinking/inquiry The student’s product The student’s product is The student’s product is The student’s product is is unoriginal, borrowing simple and predictable, or unique and demonstrates highly imaginative. They Creativity, largely from other sources. borrows mostly from other independent thought. The incorporate surprising or Student cannot explain sources. Student cannot student can explain their elaborate features that originality and their design decisions. satisfactorily explain their design decisions. reflect creativity and design considerations design decisions. personality, and can explain their rationale. Application Final product does Final product does Final product works as Final product works as not work as expected, not work as expected, expected and student has expected, and student Appearance and student has not but the student has improved the design over has made novel or improved the design improved the design multiple iterations. innovative improvements over multiple iterations. over multiple iterations. over multiple iterations.

LESSON GUIDE / 4 COMPUTER MOUSE

SUGGESTED NEXT LESSONS

PROSTHETICS Handbook teaching design process and tools for 3D printing.

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