Background Information

Peek into real-world product development to see how industry professionals work with prototypes. One site offers a video clip (and transcript) that will help students see the role of this stage of the design process.

Another avenue for learning about prototype development is the exploration of familiar inventions of the twentieth century. Ask students what they know about how these products were created. In the example below, students can see early models of the typewriter with interesting photos and helpful information. Finally, the design process worksheet can be a valuable tool to see where prototyping fits into the entire product development process.

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The mold maker: a day in the life http://www.careers.iptv.org/enhanced/1136/ec_careerhome.cfm

Have your students watch this preview to a six-minute video to observe how an actual mold maker produces a metal injection mold for the plastics industry. The mold maker uses computer-aided design (CAD) software to design a pattern of the mold based on the customer's prototype. He then cuts a wax mold, perfects the design, and cuts the mold from metal. This is a good example of part of the process of prototype development and an interesting glimpse into one profession. MSP full record

A transcript with still photos is available at http://www.careers.iptv.org/Enhanced/1136/ec_dayinthelife_trans.cfm. MSP full record

The first typewriter http://home.earthlink.net/~dcrehr/firsttw.html

Your students have probably been familiar with computers since they were quite young. Ask them if they can even imagine what their lives would be like without the keyboard. Some of them may not ever have seen a typewriter! This history of the typewriter's evolution begins in 1868 with gunmakers E. Remington & Sons, whose invention revolutionized office work. Students can see pictures of the early prototypes and models and talk about how typewriters have been largely replaced by computers. MSP full record

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Copyright November 2004 — The Ohio State University. This material is based upon work supported by the National Science Foundation under Grant No. 0424671. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

This work is licensed under a Creative Commons License.