Project Readiness Package
Rev 7/22/11
ADMINISTRATIVE INFORMATION:

Project Name (tentative):

Project Number, if known:

Preferred Start/End Semester in Senior Design:
X Fall/Spring
Spring/Fall

Lip Balm/Hand Salve Assembly Line
R14400
My Level of Interest: 1
2
3
4
5
Faculty Champion: (technical mentor: supports proposal development, anticipated technical mentor during project
execution; may also be Sponsor)
Name
Dr. Debartolo
Dept.
ME
Email
[email protected]
Phone
For assistance identifying a Champion: B. Debartolo (ME), G. Slack (EE), J. Kaemmerlen (ISE), R. Melton (CE)

Other Support, if known: (faculty or others willing to provide expertise in areas outside the domain of the Faculty
Champion)
Name
Dept.
Email
Phone

Project “Guide” if known: Sarah Brownell

Primary Customer, if known (name, phone, email): Jan McDonald (email: TBD, phone: TBD)

Sponsor(s): (provider(s) of financial support)
Name/Organization
Contact Info.
Jan McDonald - RR
Mark Smith - MSD
Page 1 of 13
Type & Amount of Support
Committed
TBD
$1000
Project Readiness Package
Rev 7/22/11
PROJECT OVERVIEW: Rochester Roots is a not for profit program that focusses on sustainable food
items. Their goals to create a food secure community by improving access to locally grown produce, teach
the beneficial effects of sustainable agriculture, encourage development of local family gardens, and
create city schoolyard gardens that allow students to come together and learn about agriculture, show their
commitment to the Rochester community [1].
Rochester Roots tasked RIT’s engineering students to create fun, unique projects to involve kids in
sustainable agriculture and enhance the students’ education based on the common core based on STEM.
STEM is an acronym that stands for “Science Technology Engineering Mathematics”. It is an educational
initiative to try to encourage students to enter science and math related fields.
A garden will be implemented at the school that students will be able to interact with and an old high
school science lab is available for use. The goals of these projects are to involve kids and spark their
interest in learning. Healthy Urban Food System Model was developed by Rochester Roots to help guide
their curriculum for the students [2].
The main goal of this project is to provide an assembly system for RR to make lip balm and hand salve
products with a large emphasis on experimentation for the students. The system should create a learning
environment while producing usable product for RR to sell. [2]
DETAILED PROJECT DESCRIPTION: Rochester Roots currently creates lip balms and hand salves to sell
at local markets. They make these products using ingredients grown in their garden located at a Rochester
City School. The students are involved in the harvesting process and label/package design. The goal of
this project is to get the students involved in every step of the process. This may or may not include
creating the infused oil from the harvested plants, filtering the oil, adding ingredients, heating ingredients,
stirring ingredients, pouring ingredients, cooling containers, and adding the lids and labels to the
containers.
 Customer Needs and Objectives:
Item No.
1.1
1.2
1.3
2.1
2.2
2.3
3.2
3.3
4.1
4.2
5.1
5.2
5.3
6.1
6.2
6.3
7.1
7.2
8.1
8.2
8.3
8.4
9.1
9.2
9.3
Category
Teaching
Teaching
Teaching
Physical Constraints
Physical Constraints
Physical Constraints
Ease of Use
Ease of Use
Diversity
Diversity
Cost
Cost
Cost
Safety
Safety
Safety
Engage Students
Engage Students
Durable
Durable
Durable
Durable
Product Creation
Product Creation
Product Creation
Requirement
Follow Healthy Urban Food System Model
Maximizes STEM input
Involves Student in each step of process
Fits in allotted classroom space (where it will be used)
Maximizes use of recycled materials
Portable
Easy to clean
Easy to set up and tear down
For ages 3 and up
Is not confined to the Montessori science lab (can be used at multiple schools and locations)
Within budget
Multipurpose
Financially self-sustaining
School safe
Sanitary
Too large to choke on (based on safety standards)
Fun
Team-oriented
Resistant to vandalism
Long Product Life
Easy to repair (no custom parts)
Low maintenance
Makes useable product
Adjusts to different ingredients
Adjusts to different containers
Page 2 of 13
Project Readiness Package
Rev 7/22/11
Page 3 of 13
Project Readiness Package

Rev 7/22/11
Potential Concepts:
Two main concept ideas resulted from our concept generation. The first is a “stand alone” system. This system
would allow each student to work at their own station to produce the lip balm/hand salve. Ingredients would go
into the top (either a hopper or an open bowl for heating, heated through a crockpot-type system, mixed using a
kitchen mixer that is automated, and deposited through an automated valve at the bottom. After this, the
students would need to move the containers to a drying rack with tongs, where the lids and labels can be added
by hand. Here is a rough schematic of the system.
The next system is more of an assembly line. It has different stages and multiple students would
contribute toward the end product. Ingredients would go into the top (either a hopper or an open bowl for
heating, heated through a crockpot-type system, and blades included in the heating element would mix the
ingredients. The mixture would then be moved to an automated depositing system either by pump (like shown)
or gravity. A conveyor of containers would slowly move below the depositing system. User input would control
the heating temperatures, mixing times, and pouring amount. Fans would also be set up at the end of the
conveyor to cool the material and a shelf for storage placed at the end. The lids and labels would need to be
added by hand. Below is a basic schematic of the system.
Page 4 of 13
Project Readiness Package
Rev 7/22/11
ME1 & ME2:
o Skills: CAD, Machining, Heat Transfer, Fluids
o Tasks:
 Machine most parts needed for the system
 Creating heating element of system
 Create dispensing system
 Create system to draw fluid from the crockpot to the dispenser
 Aid in design of system
ME3:
o Skills: Circuit design, signal processing, power systems
o Tasks:
 Create Circuit (Arduino)
 Analyzes feedback
 Accepts user input
 Create user interface
 Select sensors for temperature, etc.
 Aid in design of system
ISE1 & ISE2:
o Skills: Ergonomics, Material Science, Project management, Production systems design
o Tasks:
 Help choose materials appropriate for each function
 Interface heating to dispensing
 Optimize system
 Make student friendly (ergonomic for its users)
Page 5 of 13
Page 6 of 13
Adjusts to different containers
Adjusts to different ingredients
Makes useable product
Low maintenance
Easy to repair (no custom parts)
Long Product Life
Resistant to vandalism
Team-oriented
Fun
Too large to choke on (based on safety standards)
Sanitary
School safe
Financially self-sustaining
Multipurpose
Within budget
For ages 3 and up
Is not confined to the Montessori science lab (can be used
at multiple schools and locations)
Easy to set up and tear down
Easy to clean
Portable
Maximizes use of recycled materials
Fits in allotted classroom space
Involves Student in each step of process
Maximizes STEM input
Follow Healthy Urban Food System Model
Customer Requirements
Customer Weights
Involves HUFSM
Teachers agree it meets curriculum
Students feel involved
Within metrics of designated footprint
Percentage of project made with recycled materials
Minimize connection points
Can be moved by an adult
All components can be cleaned
Can be started/stored quickly
Regulate Temperature
Does not rely on components of the Montessori Science
Lab
Cost less than allotted budget
Accepts small solids
Engineering Metrics
Percentage of usable product from total amount of
ingredients used
Meets 29 CFR §1910 OSHA General Industry
Standards Training Requirements
No spilled product
Cool product
Survey students on experience with project
Number of students that can use device at one time
Cannot be damaged by common classroom objects
Hours of use
Made from common fasteners
Requires little maintenance
Amount of remaining plant material
measure ingredients
Torque applied
Force applied
Measure Temperature
Correct label placement
Specifications (or Engineering/Functional Requirements):
Customer Percepti

Project Readiness Package
Rev 7/22/11
14, 16
15
15
17
18
19
20
21
22
23
24, 25
12, 24, 26
12, 24, 26
24
12, 24, 26
13
10
11, 14, 15
12, 24
rqmt. #
1
2
3
4
5
6
6
7
8
9
Engr. Requirement (metric)
Involves healthy Urban Food System Model
Teachers agree it meets curriculum
Students feel involved
Within metrics of designated footprint
Percentage of project made with recycled materials
Minimize connection points
Can be moved by an adult
All components can be cleaned
Can be started/stored quickly
Regulate Temperature
Does not rely on components of the Montessori Science
Lab
Cost less than allotted budget
Accepts small solids
Percentage of usable product from total amount of
ingredients used
Meets 29 CFR §1910 OSHA General Industry Standards
Training Requirements
No spilled product
Cool product
Survey students on experience with project
Number of students that can use device at one time
Cannot be damaged by common classroom objects
Hours of use
Made from common fasteners
Requires little maintenance
Amount of remaining plant material
Measure ingredients
Torque applied
Force applied
Measure Temperature
Correct label placement
Values may change
Allows for variablilty in ingred.
±5%
Yes
>budget
0.125
90%
±5%
Yes
=budget
0.0625
80%
binary
$
radius (in)
%
Yes
Yes
binary
0.01
0.05
percentage
20 minutes or less 10 minutes or less
minutes
±5%
90%
±5%
80%
%
±1
6
±1
3
# of students
>0.125
>0.5
Size of dent (in)
Lifetime use
< 15000
< 5000
hours
Yes
Yes
binary
hours until maintenance
±50
500
±50
200
hours
May not be in scope
1%
5%
percentage
Amount varies with ingredients
±1
±3
tps
If done automatically
±1
2
±1
3
N-m
If done automatically
±5
25
±5
50
N
Values may change
±1°F
64oF
±5°F
65°F
°F
If done automatically
1/8 in off
1/4in off
inches
allows for portability
OSHA standards
±2%
±1°F
30%
3
>50
Yes
5
64oF
±2%
±5°F
10%
5
50
Yes
10
65°F
Comments/Status
See appendix
MSD team must measure space
±5%
±5%
3
90%
90%
Ideal Value
±5%
±5%
1
80%
80%
Marginal Value
Unit of Measure
# of points
%
%
inches
%
# of points
lbs
binary
minutes
°F
OSHA standard
Compare with original amount of material
Product is 90% solidified by end of time
Survey
Run team experiments
Material testing w/ common classroom objects
Fatigue analysis
No custom fasteners
Machine wear testing
Visual/Transparency
measures correctly 98% of the time
torque wrench
weight and spring to measure force?
tests on thermometer
90% of containers labeled correctly
Measure inputs vs outputs
Observe connections
Track spending
Run solid teest
Test (how are you going to verify satisfaction)
Compare and count
Survey
Survey
Measure in classroom and footprint of project
Track recycled status of materials (BOM)
Count points that connect to counter/wall
Weigh project
All leftover ingredients can be removed
Time a set up and a tear down
system notifies when temp is out of range
Project Readiness Package
Rev 7/22/11
Page 7 of 13
Project Readiness Package
Rev 7/22/11

Constraints: Must be appropriate for use in a school classroom
Stay within budget

Project Deliverables:
This project should result in a system that creates usable hand salves and lip balms. It should allow for
some experimentation and adjustment of temperatures, mixing times, ingredient input, and container
size. The system should comply with all safety standards required for a school classroom and be
deemed safe enough by the customer and other stakeholders for student use.

Budget Estimate:
Budget Estimate
Item
Arduino kit
Crockpot
Pump/Motor
Fasteners
Misc.
Materials
Quantity Cost
Shipping Total Cost
2
$100.00 $ 5.00 $ 205.00
1
$70.00 $ 5.00 $ 75.00
1
$100.00 $ 10.00 $ 110.00
2
$50.00 $ 5.00 $ 105.00
1
$25.00 $ $ 25.00
1
$250.00 $ 10.00 $ 260.00
Raw Total Cost $ 780.00
Actual Amount Needed (applied safety factor of 2) $ 1,560.00

Intellectual Property (IP) considerations: No concerns known at this time

Other Information: Discuss with Jan, guide, and other stakeholders if there are any liability issue when
the end deliverable will be used by children or when surveying children to test prototypes, etc. (if
needed). Rochester Roots should sign a release of liability.

Continuation Project Information, if appropriate: Research the technique used now by Rochester
Roots to make the lip balm and hand salve products. This project is an improvement on that process to
allow more involvement from students.

Tasks To Complete in the First 3 Weeks:
o All:


Assign Team Roles (1hr)
Meet with Stakeholders (1-4hrs)
 Jan McDonald
o Learn about the healthy urban food system model
o Learn what RR is all about
o Will Jan supply materials for prototype testing?
o What is the recipe for the lip balm/hand salve products?
o If the ingredients change, will it include solids (things that will not
be melted)?
o How does Jan clean her crockpot?
 Montessori Principal
o Find out the allotted footprint used for assembly line
Page 8 of 13
Project Readiness Package
Rev 7/22/11
o Find out how long a cycle needs to be
Teachers/Students
o This will give you a better understanding of what they find
interesting and what they would like to get out of the setup.
 Assign Research/Benchmarking tasks (1hr)
 To avoid overlapping research
 Topics
o Has this been done before?
o How do crockpots work? What temperatures are they at?
o How does Jan do it now?
o How do automated dispensers work now? What is their cost, how
are they cleaned, can they be turned on and off or should they be ran
constantly?
 Go through the current process to make the product for better understanding (12hrs)
 Draft Customer Requirements (2-3 hrs)
 Draft Engineering Requirements (2-3 hrs)
 Draft Functional Decomposition (1-2 hrs)
o Each Member:
 EDGE Tutorial (1hr)
 If you do not understand how it is works, meet with guide ASAP!
 Read and Understand PRP (2-3 hrs)
 Bring questions to next meeting
 Schedule meeting w/ Customer (1hr work/ ~1 week turnover)
 Jan McDonald
o Go over preliminary requirements
o Address any questions, and make changes needed
 Conduct Research and Benchmarking (2 hrs)
 Decide if further research into particular topic is needed.

STUDENT STAFFING:

Skills Checklist: See attached checklist in Appendix.

Anticipated Staffing Levels by Discipline:
EE
How
Many?
N/A
N/A
ME
3
Machining, CAD, Fluids, Heat Transfer
CE
N/A
N/A
2
Materials Processing, Production systems design, DOE, Project
Management, Ergonomics
N/A
N/A
Discipline
ISE
Other
Anticipated Skills Needed (concise descriptions)
Page 9 of 13
Project Readiness Package
Rev 7/22/11
OTHER RESOURCES ANTICIPATED:
Category
Resource
Available?
Description
Faculty
Environment
Machine shop
Montessori Classroom
Place to test things that use heat
Equipment
Materials
Lip balm/hand salve ingredients
Other
DPL EDGE website
Prepared by:
Samantha Huselstein
Date:
Page 10 of 13
5/13/14
Project Readiness Package
Rev 7/22/11
Appendix:
References:
[1] http://www.rochesterroots.org/
[2] Jan McDonald - Director of Rochester Roots
Page 11 of 13
Page 12 of 13
Design is
inefficient or not
easy to use
hard to access
9 not easy to clean parts, porous
materials
Causes building Fire or water
10
damage
damage
8 Not used
7 Breaks often
Bacteria build up
in organic
materials in the
system
Poor design /
manufacturing
defect
Goes over
budget
5
6 Unsanitary
Spent too much
Not suitable for
MSD
4
1
ruined building, RIT sued
1
The project is not used for it's
intended purpose and takes up
space that could be better
used
3
1
Not used and costs money to
repair
residue buildup on surfaces
2
Causes illness or disease
2
2
Design is too
Rejected as an MSD project
simple for an MSD and the projects are not
project
completed
project is not completed
1
Not used
too complicated
Not operable by
teachers
3
1
Lawsuit, project removed from
school
1
Causes Injury to
Unsafe design
Students
Is not adopted by schools.
Effect
2
Risk
Cause
Incompatible with Does not fit w/
1 curriculum
Common Core
3
1
3
3
3
2
3
3
3
3
3
3
3
3
6
4
6
3
3
3
Jan
MSD and DPL
Teams
DPL Team,
Teachers, MSD
team
Owner - who takes
action if
necessary?
MSD Team
MSD Team
MSD Team / Jan
Design special cleaning tools
Seek legal assistance
Perform FMEA and design out potential for damage, Research safety
standards, release of liability
MSD Team
MSD Team
Encourage use through additional
MSD Team / Jan
instructions and training
Repair, possibly with better
materials or parts
Clean more frequently, use more
carefully
Find more funding, negotiation
with the customer
Find student organizations to take
on the project. Revise and
DPL Team
resubmit the PRP
Further instruction and training
Call ambulance, seek legal
assistance
Redesign project to fit the
common core curriculum
Action to Remediate
Pieces are easy to disassemble to allow for easy cleaning and small
internal parts are avoided
Create multiple prototypes and try with users
Durable, easy to repair design. Perform multiple tests. Can still perform
function with some broken parts
Pieces are easy to disassemble to allow for easy cleaning and small
internal parts are avoided, use food grade materials
Apply for grants to increase the funding
Simple design, include instructions and training, test with teachers at
early stages of product design
Find solutions that involve an automated system and user friendly
system. This will incorporate all many aspects of engineering and help
the project be more interactive for the students
Research child safety standards and incorporate this into design, have
Rochester Roots sign a release of liability
Design project with common core standards in mind by researching
common core requirements, talk with teachers to confirm
Likelihoo Severity
d (L)
(S)
Importan
3=high, 3=high,
ce
1=low
1=low
(I=L*S) Action to Mitigate
Project Readiness Package
Rev 7/22/11
Risk Assessment:
Project Readiness Package
Rev 7/22/11
Feasibility Analysis:
Problem: Meet NSTA and other safety standards
Question: Are we meeting all the standards?
Equations: N/A
What I know: The NSTA Standards
-Any MSDS sheets are needed
-Goggles must be worn
-Keep area clean
-Always use gloves with hot glass
-No open flame * our standard
Assumptions: - Teachers will comply with standards that are out of our scope.
Justify: We can get confirmation from Jan and the Montessori Principal.
Analysis:

No open Flame
o Crockpot-like heating system

MSDS sheets
o Non-hazardous materials and we can find any we may need.

Keep area clean
o Our metric for spilling, design for minimal spills and minimal container switching.
Page 13 of 13