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Product Archaeology: Digging Into Consumer Products
Updated: 6/30/2020 4:24 PM by Michael Johnson
Description
This project was described in a presentation at ASEE 2019 in the Entrepreneurship & Engineering Innovation Division Technical Session 2

Background/Introduction
Product archaeology is the study and dissection of products in order to arrive at a deeper understanding of the global, societal, economic, and environmental impacts of the design. Engineers research various products, investigating the technical aspects of the design as well as the sociocultural implications that are attached to them.

Over the course of a four week project, first-year students perform a “dig” on a consumer product (e.g., bluetooth speakers, coffee mugs, flashlights, shampoo, paper towels, etc). Much like an archaeological dig is a process, so is product archaeology for engineers. Therefore, each week students complete a phase of the product archeology process: preparation, excavation, evaluation, and explanation.

Preparation
Archaeologists do not just go around digging in any old spot looking for something interesting. Instead, they do some background research and look for places that seem especially interesting or likely to yield worthwhile findings. Similarly, during the preparation phase, students conduct research on the background and history of the product, noting interesting developments or important events that provide a historical context for the product today. This phase will require that information be integrated and cited from credible sources (connections), including those found in the University library.

Excavation/Experimentation:
Once initial research is done and students know what to look for and where to look, they can begin to dig. During the excavation phase, students conduct experiments with their products and explore the form, function, and other important aspects of the design. With a curious mind, students design describe at least 3 experiments they will conduct on their products to explore differences and determine which is “optimal” for their purposes. Here, students will look at differences between designs and begin thinking about why they might be that way.

Evaluation:
Once the products have been dissected and students have explored the nuances of the product and its components, they need to make some evaluations. Much like an archaeologist uses the information about the excavated artifact to make conclusions about what they found (e.g., the size and dimension of a bone leads to the conclusion that it was a tooth and not a femur), students will evaluate the processes involved in the creation and manufacturing of this product. Importantly, students will also consider alternatives to what their teams determined as they explore this phase.

Explanation:
In the explanation phase, it all comes together. Archaeologists use the research they conduct alongside the artifacts they uncover in the field to explain their findings and provide rationale for their interpretations (e.g., determining an animal’s diet based on teeth, body size, condition of environment, etc.). Here, students engage in a similar process and provide explanations for their findings, while also using the benefit of hindsight to make recommendations for creating value through future improvement and innovation.

The attachments to this card include a schedule, possible products to conduct the "dig" on, assignment sheets, an example student paper, and a link to the ASEE paper published based on this work. 

Note: we are open to feedback about this card and project! Please let us know what you think in the comments section!
Learning Objectives
After completing this project, students will be able to:

*Collect, record, analyze and interpret technical data to evaluate an object or system of engineering interest;

*Demonstrate curiosity about and articulate how the context (social, environmental, and economic) in which engineering is practiced impacts solutions and designs;

*Differentiate and make connections between the contributions of different engineers (majors and professions) in the development of a product, process or system;

*Function effectively on a team with individual and joint accountability;

*Communicate engineering concepts, ideas and decisions effectively in a variety of formats
Instructor Tips
Having a good understanding of the possible quantitative tests students will want to run on their products is critical to success because it allows the instructor and support staff to plan for the tools and equipment students might need. Recognizing the space requirements for certain tests and having a plan in place for accessing suitable space is also critical (e.g., if testing speakers, having a room with good sound dampening qualities could be useful).

After our first offering of this project in Fall 2018, we have decided to modify the rubrics to include "Background Research" rather than "Historical Research". We are also making a move away from the "Product Archaeology" terminology and towards Sustainability terminology, which we believe will be more useful for our students long-term. 
Curiosity
  • Demonstrate constant curiosity about our changing world
Connections
  • Integrate information from many sources to gain insight
Opportunity
  • Evaluate Tech Feasibility, Customer Value, Societal Benefits & Economic Viability
  • Investigate Market
Impact
  • Develop Partnerships & Build Team
  • Communicate Societal Benefits
  • Chemical Engineering
  • Civil Engineering
  • Electrical & Computer Engineering
  • Engineering Education
  • Environmental Engineering
  • General Engineering
  • Mechanical Engineering
  • Biomedical Engineering
Lewis, K. et al. The Development of Product Archaeology as a Platform for Contextualizing Engineering Design. ASEE 120th Annual Conference. June 23-26, 2013. Atlanta GA.
Cory Hixson for introducing this idea to Freshman Engineering Clinic at Rowan University
Make Your Own Shampoo and Test How It Performs! https://www.sciencebuddies.org/science-fair-projects/project-ideas/Chem_p109/chemistry/make-your-own-shampoo-and-test-how-it-performs#procedure . Accessed 05June2018
Image modified from https://www.yourbestdigs.com/
Smitesh Bakrania and Krishan Bhatia provided the idea that was the basis of the excavation/experimentation phase.
Folders
Description
Read Me File for instructors
Testing Profiles for different products
Assignment memo for students
Example detailed product info
Report Rubric with links to 3Cs
Title Type Ext Date Size
Read Me File Product Archaeology Fall 2018 .pdf Instructor Notes .pdf 7/17/2018 110.7 KB
KEEN Fall 2018 Product Archaeology Testing Profiles .pdf Instructor Notes .pdf 7/18/2018 134.3 KB
KEEN Product Archaeology Project Handout for Students.docx Activity / Handout .docx 7/18/2018 24 KB
Product Archaeology Flashlight Guide for Instructor.docx Instructor Notes .docx 8/29/2018 26.2 KB
ProductArchFinalReportRubricCombined_KEENCard.xlsx Assessment / Rubric .xlsx 8/29/2018 13.4 KB
Description
Final report - high quality (58/60)
Title Type Ext Date Size
Product Archeology Final Draft - Google Docs.pdf Student Artifact / Example .pdf 6/24/2019 365.2 KB
Description
This paper describes the project and the analysis of the results based on the rubrics developed as part of our KEEN Institutional Grant.
Title Type Ext Date Size
https://www.asee.org/public/conferences/140/papers/24663/view Journal / Article 6/24/2019 -