Except in an emergency calling for an intervention, I will not give you a single, correct, preferred, orthodox answer. And, again, if I think you are ignoring something important, I will bring it up again and again. I do not think that this is the only way to proceed. If we were in a non-academic setting, working on a sensitive project, I might well act like the project manager descriptions in the book, mixing orders in with the more gentle and general function of providing input information in the form of both questions and suggestions. I think, in a classroom setting, that, if you were just to carry out my directions, you would be learning only as an apprentice, something you do in many classes and work settings.
Apprenticeship is a good process for learning skills and acquiring knowledge.
I want you to make this your project, within some modest limits imposed by the class setting. I want you to discover the problems, and wrestle with them , and sometimes lose, at least on the first few tries. I want you to find out that you can actually do these things without being given the answers beforehand, that you can use systems models and methods to develop your own solutions. I want you to find out just how good you are. However, no class project should ever cause serious harm or injury to anyone, and the instructor is required to intervene if this is likely to happen.