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This paper describes how to employ principles of Mistake-Proofing in the teaching of engineering problem solving. The problem solving process starts with an intentionally brief introduction to the concepts of variability, robustness and sensitivity. Through solving a number of problems of increasing complexity or conceptual difficulty, students develop a list of mistakeproofing principles. Development of the list is based on the use of physical and chemical principles as tools for conceptually solving given problems. All solutions are conceptual only and have a goal of mistake-proofing the designs and processes in question. The solutions are then classified according to their mistake-proofing robustness. Student work is intentionally guided by the instructor, and switches between individual work, small team work, and brainstorming done together by the entire class. Strong emphasis is put on process of defining goals of the redesign process, and critical description of shortcomings of the present stage of product or process design. A particular emphasis however, is put on knowledge of scientific principles which may provide ideal solutions to the problem at hand. In that respect, mistake-proofing of certain designs based on their geometry, as well as production processes prove to be fairly easy to understand and students are able to come up with a variety of solutions. Other advantages, limitations and disadvantages of using Mistake-Proofing as the base for teaching principles of problem solving are also provided and discussed from perspectives of faculty and students. A number of common and specialized devices used in exercises for defining physical principles underlying an engineering problem at hand are also listed in the paper.

Mistake Proofing As The Base For Teaching Principles Of Engineering Problem Solving.