○ Discussion: Brainstorming common everyday objects and identifying initial observations about their ease of use, discomforts, or design flaws.
○ Presentation: Introduction to user-centered design principles and the fundamental concepts of ergonomics (anthropometry, biomechanics, psychology in design).
○ Activity: "Bad Design Walkaround": Students identify and document poorly designed objects in their immediate environment (classroom, home, school bags), focusing on ergonomic failures. They present their findings with photos/sketches and explain why the design is problematic from a user perspective.

○ Guided Research & Analysis: Students conduct in-depth research on specific companies renowned for ergonomic design (e.g., Dyson for various household products, OXO Good Grips for kitchen utensils, Herman Miller for office chairs, Nike/Adidas for athletic footwear).
○ Activity: "Dissecting Ergonomic Success": For chosen products, students analyze:
■ The specific ergonomic principles applied (e.g., material choice for grip, handle shape, weight distribution, button placement).
■ How these principles address identified user needs.
■ The impact of these ergonomic features on user comfort, safety, and efficiency.
■ Present findings in a mini-report or presentation.

○ Activity: "Problem Scoping & Initial User Interview": Students identify a preliminary everyday hand tool they wish to improve. They then conduct short, informal interviews with potential users (peers, family members) to gather initial insights on frustrations and desires related to that tool.
○ Workshop: Anthropometric Data Collection:
■ Introduction to anthropometric terminology (percentiles, static vs. dynamic measurements).
■ Demonstration of proper measurement techniques for hand-related dimensions (e.g., hand length, palm width, finger lengths/circumferences, span, grip circumference).
■ Students work in pairs or small groups to collect anthropometric data from each other, compiling a small dataset.
■ Analysis: Basic statistical analysis of collected data (e.g., calculating averages, identifying ranges, understanding percentile concepts) to inform design for variability.

○ Activity: "Empathy Mapping": Based on initial user interviews and observations, students create detailed empathy maps for their target user(s), articulating what the user "sees, hears, thinks & feels, says & does," along with their "pains" and "gains." This refines their understanding of user needs.
○ Activity: "Deep Dive Interviews & Task Analysis": Conduct more structured interviews with their chosen target user(s), specifically probing usage scenarios, pain points, and desired improvements. Perform a detailed task analysis of how the existing tool is used, noting body postures, forces, and repetitions.
○ Workshop: Material Properties & Selection:
■ Introduction to common materials for hand tools (e.g., various plastics like ABS, PP, Nylon; metals like stainless steel, aluminum; rubbers/elastomers like silicone, TPE; wood).
■ Hands-on Exploration: Provide samples of different materials. Students examine, touch, and test properties (e.g., flexibility, hardness, texture, weight, grip).
■ Research Task: Students research the specific properties (mechanical, thermal, chemical, aesthetic), typical applications, manufacturing processes, and cost implications of 3-5 materials relevant to their hand tool design. They will document this research, justifying potential choices.

○ Workshop: Synthesizing Research: Guided session on how to analyze and synthesize all collected primary and secondary research data (user interviews, anthropometry, material properties, existing product analysis).
○ Activity: "Crafting the Detailed Design Brief": Students individually develop their detailed design brief, including the user profile, comprehensive functional requirements, and specific ergonomic considerations, directly linking them to their research findings.
○ Workshop: Writing Measurable Specifications: Focused instruction on writing SMART specifications.
○ Activity: "Prioritized Specifications List": Students develop their prioritized list of specifications for their hand tool redesign, ensuring they are measurable and directly derived from their research.

○ Workshop: Sketching Techniques: Instruction on freehand sketching, orthographic projection, and isometric drawing. Focus on conveying form, proportion, and key features. Practice sessions with various simple objects.
○ Activity: "Rapid Ideation Sketching": Students generate a wide range of diverse design ideas for their hand tool using rapid sketching, focusing on quantity and exploration of different ergonomic and form concepts.
○ Workshop: Simple 3D Modeling (Manual or Digital):
■ Manual: Hands-on activity using modeling clay, foam, or cardboard to quickly explore 3D forms and grip ergonomics. Emphasis on tactile feedback and rapid iteration.
■ Digital (Optional/Differentiated): Introduction to basic features of a simple CAD software like TinkerCAD or SketchUp to create preliminary 3D models.
○ Activity: "Refined Concept Generation & Annotation": Students select their top 3-5 feasible ideas. They refine these ideas with more detailed sketches, simple 2D drawings, or basic 3D models. Each idea is thoroughly annotated to explain how it addresses user needs, ergonomic principles, and design intent.

○ Activity: "Peer Critique & Feedback on Ideas": Structured peer critique session where students present their range of ideas. Peers provide constructive feedback based on feasibility, adherence to the design brief, and ergonomic potential.
○ Activity: "Chosen Idea Justification": Students select their single best design idea based on feedback and their own critical assessment. They then write a comprehensive justification for its selection, detailing its alignment with the design brief, ergonomic principles, and potential user benefits.
○ Workshop: Detailed Planning Drawings: Instruction on creating more precise planning drawings, including dimensions, material call-outs, and specific details necessary for construction.
○ Activity: "Detailed Design & Initial Planning Drawings": Students create the final detailed design drawings and refine their specifications for the chosen hand tool, ensuring they are clear and sufficient for a prototype to be built.

○ Workshop: Prototype Material Handling & Tools: Hands-on instruction and practice with accessible prototyping materials (foam, clay, cardboard) and associated tools (craft knives, hot glue guns, sandpaper, rulers). Emphasis on safe handling and proper techniques.
○ Activity: "Prototype Construction Plan": Students develop a logical, step-by-step plan for building their low-fidelity prototype, justifying each material and tool choice.
○ Activity: "Prototype Construction (Iterative Process)": Students execute their plan, building their prototype. They continuously document any changes made during construction, providing clear justifications for each modification. Emphasis on demonstrating competent technical skills throughout the process.

○ Workshop: Designing an Evaluation Method: Guided session on developing appropriate and simple evaluation methods for ergonomic success (e.g., crafting effective user questionnaires, setting up simple task completion tests, defining observation protocols).
○ Activity: "Prototype Evaluation": Students conduct their planned ergonomic evaluation, collecting feedback from peers or simulated users. They systematically gather observations and data.
○ Activity: "Analyzing Evaluation Findings & Proposing Improvements": Students analyze the collected data against their design brief and specifications. They clearly identify strengths and weaknesses of the prototype. Based on this analysis, they propose specific, actionable improvements for their design, explaining how each improvement directly addresses an identified weakness.
○ Activity: "Impact Statement": Students articulate the potential positive impact of their redesigned hand tool on the user's comfort, safety, and efficiency, linking it back to the broader implications for human well-being and daily life.