Physical Prototyping

In this subject, students must follow the various phases of a design framework to build a small physical system that solves a problem. The design framework is iterative, so students will repeat the phases several times to further develop the quality of the system they create.

The work is individual, but the students meet in groups for formative-iterative guidance to discuss their own work and that of others. Students are also encouraged to collaborate with other students in the class along the way.

In the course, students build a physical prototype using various materials, e.g. electronics, at the institute's design workshop in Gjøvik. Before the work can start, the students must complete the necessary safety training to gain access to the workshop's resources.

After completing the course, students must have:

Basic knowledge of...

• ...design framework for managing an iterative design process, including simple methods for gathering insights, defining a problem, driving creative idea development, developing prototypes and testing
• ...health, environment and safety challenges and solutions in a workshop environment
• ...the role of the prototype in a design process
• ...the concept of sustainability in general and specifically in the production of physical prototypes
• ...various forms of production methods and approaches to the production of physical parts
• ...simple electronics used in a prototyping context

Basic skills

• Use a simple design framework and document a work with associated methods to develop a technological system
• Combine knowledge, experiences and a reflection framework to develop a reflective project documentation
• Design simple parts in 2D and 3D tools to produce parts in different materials and with different processes/machines
• Build a small electronic system from simple electronic components and simple code
• Combine physical parts and simple electronics to build a physical prototype
• Work in a safe and secure manner in a workshop

Basic general competence

The national qualification framework for lifelong learning defines general competence as follows: "General competence is understood as the ability to apply knowledge and skills independently in various situations by showing cooperation, responsibility, ability to reflect and critical thinking in educational and professional contexts." In this subject, the student is measured on his/her ability to...

• reflect and think critically about the process of using a design framework to build a system that solves a problem or provides an opportunity to a user
• familiarize themselves with the work of other students and provide constructive input to, the work done by other students
• document their own work and reflect on the choices the student has made and the work that has been done, including thoughts about sustainability

See the section on "Faglig innhold"