integrated lec notes

MMMEEE 222111888

LLEECCTTUURREE NNOOTTEESS

Prepared by

KFUPM MIT

Nesar Merah (PI)

Abdel Salam Eleiche

Abdel Rahman Shuaib

Abul Fazal Arif

Haitham Bahaidarah

Khalid Al-Dheylan

Nuaman Abudheir

Warren Seering (PI)

David Wallace

Maria Yang

Victor Tang

ME 218 Lecture Notes 2

CONTENTS

Page

List of Tables …………………………………………………………………………. 7

List Figures …………………………………………………………………………… 8

Lecture 1 – Introduction to Design ………………………………………………….. 10

1.1 Brief History of Design ……………………………………………………… 10

1.2 Definition of Design …………………………………………………………. 11

1.3 Analysis and Synthesis ………………………………………………………. 11

1.4 Engineering Design and Product Design …………………………………….. 11

1.5 Design / Product Development Processes..………………………………….. 12

References ……………………………………………………………………. 14

Lecture 2 – Engineering Design Team & Teamwork ………………………………. 15

2.1 Objectives ……………………………………………………………………. 15

2.2 Introduction …………………………………………………………………... 15

2.3 Engineering Design Team ……………………………………………………. 15

2.3.1 Composition of Design Team ……………………………………… 15

2.3.2 Virtual Teams ………………………………………………………. 16

2.3.3 Interdisciplinary Teams …………………………………………….. 17

2.4 Efficient Teamwork ………………………………………………………….. 17

2.4.1 Team Goals ………………………………………………………… 17

2.4.2 Development of Design Teams …………………………………….. 18

2.5 Holding Efficient Meetings ………………………………………………….. 20

2.5.1 Team Roles and Responsibilities …………………………………... 20

2.5.2 Preparing a Meeting ………………………………………………... 22

2.6 Conflicts and Conflict Management …………………………………………. 23

References ……………………………………………………………………. 24

Appendix A – Example of Minutes ………………………………………….. 26

Lecture 3 – Product Dissection ………………………………………………………. 27

3.1 Objectives ……………………………………………………………………. 27

3.2 Introduction …………………………………………………………………... 27

3.3 Framing the Issues and Objectives of the Dissection ………………………... 28

3.4 Disassemble, Measure, and Analyze the Data ……………………………….. 28

3.5 Uncover the Function ………………………………………………………… 28

3.6 Force Flow Analysis …………………………………………………………. 29

3.7 Form Bill of Material ………………………………………………………… 29

3.8 Product Cost ………………………………………………………………….. 29


Page

3.9 Create the Product Design Specifications (PDS) …………………………….. 30

Lecture 4 – Customer Needs and Engineering Design Specifications …………….. 31

4.1 Objectives ……………………………………………………………………. 31

4.2 Introduction …………………………………………………………………... 31

4.3 Customer Needs and Requirements ………………………………………….. 31

4.3.1 Generate List of Your Customer Base ……………………………... 32

4.3.2 Tools for Gathering Customer Needs ……………………………… 32

4.3.3 The Fundamental Customer Needs and Requirements …………….. 32

4.3.4 The next Question to ask is: Must all requirements be satisfied? …. 33

4.3.5 Example – Motorcycle Design …………………………………….. 33

4.4 Engineering Design Specifications (EDS) …………………………………… 34

4.4.1 Methodology to Generate Measurable Engineering Specifications .. 34

4.4.2 Define Specifications ………………………………………………. 34

4.4.3 Elements of an EDS Document ……………………………………. 35

4.4.4 Writing the EDS Document ………………………………………... 35

4.4.5 Example – Motorcycle Design ……………………………………... 36

Lecture 5 – Conceptual Design ………………………………………………………. 37

5.1 Objectives ……………………………………………………………………. 37

5.2 Introduction …………………………………………………………………... 37

5.3 Clarifying Functions …………………………………………………………. 40

5.4 Generating Design Concepts …………………………………………………. 42

5.5 Developing Product Design Concepts ……………………………………….. 43

5.6 Analyzing (Screening) Alternative Product Design Concepts ………………. 44

5.7 Evaluating Alternative Product Concepts ……………………………………. 45

5.8 Conceptual Design Review …………………………………………………... 46

References ……………………………………………………………………. 46

Lecture 6 – Selection of Best Alternative, Functional, and Physical

Decomposition ……………………………………………………………

47

Lecture 5.3 and Lab 5.1 – Physical Decomposition ………………………………… 47

6.1 Introduction …………………………………………………………………... 47

6.1.1 Review and Amplify the Definition of Function …………………... 47

6.1.2 Objectives of the Lecture …………………………………………... 48

6.1.3 Discuss Practice in Industry ……………………………………….. 48

6.2 Lecture Outlines ……………………………………………………………… 48

6.2.1 Basic Concepts ……………………………………………………... 48

6.3 A Systematic Approach to Physical Decomposition ………………………… 50


Page

6.4 Specify the Energy, Material and Information Inputs and Outputs of the

Black Box ……………………………………………………………………..

50

6.4.1 Objectives ………………………………………………………….. 50

6.5 Identify the Dominant Flow to Specify the Dominant Physical Flow ……….. 50

6.5.1 Objectives ………………………………………………………….. 50

6.6 Create the Supporting Physical Flows ……………………………………….. 51

6.7 Develop Physical Function Structures ……………………………………….. 51

6.8 Aggregate Physical Sub-Functions into Physical Function Groups …………. 51

6.9 Validate the Physical Functional Decomposition ……………………………. 51

6.10 Identify Key Potential Function Structures to Anticipate Architecture ……… 52

6.11 Documentation ……………………………………………………………….. 52

Lab 5.1 – Functional and Physical Decomposition …………………………………. 52

References ……………………………………………………………………. 54

Lecture 7 – Modeling and Simulation ………………………………………………. 55

7.1 Objectives ……………………………………………………………………. 55

7.2 Introduction to Modeling and Simulation ……………………………………. 55

7.2.1 What is Modeling? …………………………………………………. 56

7.2.2 What is Simulation? ………………………………………………... 56

7.2.3 CAD/CAE ………………………………………………………….. 56

7.3 Review of Topics Covered in ME 210 ………………………………………. 57

7.4 Basic Estimation of Structural Response …………………………………….. 58

7.5 Design Validation Through CAE (Assembly and Mechanism Simulation) …. 61

7.5.1 Assembly Simulation ………………………………………………. 61

7.5.2 Mechanism Simulation …………………………………………….. 64

7.6 Lecture Review with Applications in Other Courses ………………………… 67

References ……………………………………………………………………. 67

Lecture 8 – Manufacturing Process Planning ………………………………………. 68

8.1 Objectives ……………………………………………………………………. 68

8.2 The Detailed Design Drawing of the Part ……………………………………. 68

8.3 Selection of the Blank Size of the Part ………………………………………. 69

8.4 Selecting the Manufacturing Processes ………………………………………. 70

8.5 The Routing Sheet ……………………………………………………………. 70

8.6 The Operations Sheet ………………………………………………………… 72

Appendix 8-1 – Examples of Forms in which Metal Sheets are Produced …………. 74

Appendix 8-2 – Examples of Plastic Sheet Standard Sizes and Prices ……………... 75

Appendix 8-3 – Examples of Flat Bar Dimensions …………………………………. 76

Appendix 8-4 – JFE Steel Corporation Round Bar Diameters and Lengths ………... 78


Page

Appendix 8-5 – Special Quality Suitable for Hammer Forgings …………………… 79

References ……………………………………………………………………. 80

Lecture 9 – Overview of Common Manufacturing Processes ……………………... 81

9.1 Lecture Outlines ……………………………………………………………… 81

9.2 Lab Activities ………………………………………………………………… 81

9.3 Lecture Outcomes ……………………………………………………………. 81

9.4 Homework ……………………………………………………………………. 81

9.5 Overview of Manufacturing of Common Processes …………………………. 82

9.5.1 Definition of Manufacturing ……………………………………….. 82

9.5.2 Classification of Manufacturing ……………………………………. 82

9.5.3 Bulk Deformation Process …………………………………………. 83

9.5.4 Sheet Metalworking ………………………………………………... 84

9.5.5 Machining Processes ……………………………………………….. 86

9.5.6 Finishing Processes ………………………………………………… 86

9.6 Demonstrations and Exercises in the Lab ……………………………………. 86

9.6.1 Demonstrating Machining Operations in the Lab ………………….. 90

9.6.2 Practicing Machining Operations in the Lab ………………………. 90

9.6.3 Demonstrating Shearing and Operations in the Lab ……………….. 91

9.7 Execution of Students Projects in the Lab …………………………………… 91

References ……………………………………………………………………. 92

Lecture 10 – Experiments, Module Testing, and Debugging ……………………… 93

10.1 Objectives ……………………………………………………………………. 93

10.2 Introduction …………………………………………………………………... 93

10.3 Definitions ……………………………………………………………………. 93

10.4 Scope …………………………………………………………………………. 93

10.5 Approach ……………………………………………………………………... 94

10.6 Debugging ……………………………………………………………………. 94

10.7 Module Testing ………………………………………………………………. 94

10.8 System Testing ……………………………………………………………….. 94

References ……………………………………………………………………. 95

Lectures 12 and 13 – Communication Skills and Presentation of Final Design ….. 96

12.1 Lecture – Communication Skills …………………………………………….. 96

12.1.1 Introduction ………………………………………………………… 96

12.1.2 Lecture Outlines ……………………………………………………. 96

12.1.3 Contents ……………………………………………………………. 98

12.1.4 The Presenter ………………………………………………………. 99


Page

12.1.5 Responses …………………………………………………………... 99

References ……………………………………………………………………. 100

Oral Presentation ……………………………………………………………………... 101

1 The Listener ………………………………………………………………….. 101

1.1 Preparation …………………………………………………………. 101

1.2 Making the Presentation …………………………………………… 102

1.3 Delivery …………………………………………………………….. 102

1.4 Visual Aids …………………………………………………………. 103

1.5 Finally ……………………………………………………………… 104

1.6 Exercise …………………………………………………………….. 104

2 Makers/Manufacturers ……………………………………………………….. 104

2.1 Design Drawings …………………………………………………… 105

2.2 Fabrication Specifications ………………………………………….. 107

References ……………………………………………………………………. 108

Lecture 14 – Competition Logistics: Design Project and Kit ……………………… 109

14.1 High-Level Design Challenge Description …………………………………... 109

14.2 Competition Site ……………………………………………………………... 109

14.3 Proposed Kit Contents ……………………………………………………….. 111

Lecture 15 – Ethics and Liabilities …………………………………………………... 113

15.1 Introduction …………………………………………………………………... 113

15.2 What is the Value System? …………………………………………………... 113

15.3 Engineering Ethics …………………………………………………………… 114

15.4 Code of Ethics of Engineers (ASME, Sept. 2003) …………………………… 115

Code of Ethics for Professional Engineering Practice ……………………………... 117

General Rules ……………………………………………………………………….. 117


List of Tables

Table # Page

4.1 Fundamental Customer and Company Requirements ………………………… 32

4.2 Customer Importance Weights ………………………………………………... 33

4.3 Some Engineering Characteristics for the Motorcycle Design ……………….. 37

5.1 Design Concepts for Slowing and Stopping a Spinning Shaft ………………... 38

5.2 Design Concepts for Fastening Sheets of Paper ………………………………. 38

5.3 Examples of Physical Principles ……………………………………………… 39

5.4 Morphological Matrix for a Mini Bike ……………………………………….. 43

5.5 Developing Combinations of Concepts into Alternative Product Concept

Designs ………………………………………………………………………...

43

5.6 Alternative Product Design Concepts for the Mini Bike ……………………... 44

8.1 Shapes and Some Common Methods of Production ………………………….. 71

8.2 An Example of a Routing Sheet ………………………………………………. 71

8.3 Operation Sheet ……………………………………………………………….. 72

9.1 Shapes and Some Common Methods of Production ………………………….. 89


LIST OF FIGURES

Figure # Page

1.1 Drawing of double action pump and elephant clock of Al-Jazari ………….. 10

1.2 The designer-client-user triangle …………………………………………... 12

1.3 Flow of design /product development process 12

1.4 From Product Design and Development, Karl Ulrich and Steven Eppinger,

McGraw-Hill/Irwin …………………………………………………………

12

1.5 Note how to design depends on the viewpoint of the individual who defines

the problem …………………………………………………………………

13

2.1 Increasing complexity in Mechanical Design ……………………………… 16

2.2 Composition of product development team for an electro-mechanical

product of modest complexity ………………………………………………

16

2.3 The four phases of team development ……………………………………... 18

2.4 Reaching a balance …………………………………………………………. 21

3.1 Bill of Material (BOM) …………………………………………………….. 28

3.2 Elements of the Product Design Specifications (PDS) …………………….. 30

5.1 “Design concept” for a disc brake ………………………………………….. 38

5.2 Using the design process during the conceptual design phase ……………... 39

5.3 Interaction between customer and product ………………………………… 40

5.4 Activity analysis ……………………………………………………………. 40

5.5 Component decomposition diagram of a coffeemaker …………………….. 41

5.6 Functional Decomposition Diagram for a coffee maker …………………… 41

5.7 Functions change the state of energy, material, and information ………….. 42

5.8 Pugh’s concept selection method …………………………………………... 45

5.9 Modified Pugh’s concept selection method ………………………………... 45

7.1 Examples of common conceptual models. (a) Free-body diagram; (b)

electric circuit diagram; (c) graphic representation (pump characteristics);

(d) crystal lattice …………………………………………………………….

55

7.2 Deformations produced by the components of internal forces and couples 58

7.3 A material being loaded in (a) compression, and (b) tension ……………… 59

7.4 Examples of direct shear: (a) single shear in a rivet; (b) double shear in a

bolt; and (c) shear in a metal sheet produced by a punch …………………..

59

7.5 A bar in torsion …………………………………………………………….. 60

7.6 A beam in bending due to distributed load ………………………………… 61

7.7 Various positions of elliptic trammel simulated using CAD animator …….. 64

7.8 Linear velocity and motor power requirement calculated by motion

simulator …………………………………………………………………….

65

7.9 A firmly supported bracket can’t move without deformation ……………… 65

7.10 Flywheel motion ……………………………………………………………. 66


Figure # Page

7.11 The design process benefits from using motion simulation along with CAD

and FEA …………………………………………………………………….

66

8.1 Dimensions of a shaft to be machined from a round AISI 1045 steel bar (all

dimensions are in mm) ……………………………………………………..

69

8.2 Dimensions of a part to be made from BSI steel flat bar (all dimensions are

in mm) ………………………………………………………………………

73

8.3 Dimensions of a part to be made from galvanized sheet steel (All

dimensions are in mm) ……………………………………………………...

73

9.1 Conventional types of manufacturing processes …………………………… 82

9.2 Types of extrusion processes ………………………………………………. 83

9.3 Impression die forging ……………………………………………………... 83

9.4 Various product of rolling process …………………………………………. 84

9.5 Wire drawing process ………………………………………………………. 84

9.6 Examples of (a) blanking, and punching and (b) shearing operations on

sheet metal …………………………………………………………………..

85

9.7 Sheet metal die bending operations ………………………………………… 85

9.8 Illustration of deep drawing ………………………………………………... 86

9.9 Machining processes that produce cylindrical surfaces ……………………. 87

9.10 Machining processes that produce flat surfaces ……………………………. 88

9.11 Machining processes of turning, facing, and drilling ………………………. 90

9.12 Dimensions of a part to be made from galvanized sheet steel. (All

dimensions are in mm) ……………………………………………………...

91

12.1 Conventional model of communications …………………………………... 96

12.2 Working backwards ………………………………………………………... 96

A-1 A layout drawing that has been drawn to scale. Example of countertop …... 106

A-2 A detailed drawing that include tolerances and indicates materials and list

special processing requirements …………………………………………….

106

A-3 An assembly drawing uses an exploded view to show how some individual

parts fit together …………………………………………………………….

107

14.1 Site 1 – Service road. Launch from railing on right to road on bottom.

Students watch on either side of road or from launch area …………………

109

14.2 Site 1 – Launching railing in foreground, target on road below (~ 4 stores).

Students watch on left or right of the road. Would need to ensure students

can’t fall to road (about 10 feet) …………………………………………….

110

14.3 Site 2 – Lawn by student’s Center/Cafeteria. Railing in foregoing.

Students can watch from above near launch area, or below on the lawn (~ 3

story drop) …………………………………………………………………..

110

14.4 Details of the concrete railing the machines would sit on for launching.

Same for both of the proposed sites. Roughly 10” thick concrete …………

111


LECTURE 1

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1.1 BRIEF HISTORY OF DESIGN

Humans have been designing objects since the beginning of times. The different and

continuous needs for survival have pushed mankind to practice design on a perpetual basis.

Thus design is directly related to need. Survival required the design of shelters, weapons,

tools, devices, machines,... The design of shelters has evolved from re-engineering caves to

smart homes. Weapons design has seen tremendous developments starting from clubs made

of rocks to laser guided missiles.

The design of mechanical objects dates back to nearly five thousand years [1]. Juvinall and

Marshek [2] reported: “In about 2600 B.C. the Chinese are known to have used a chariot

incorporating a complex series of gears.” The first recorded use of rolling elements was by

Egyptian construction workers to move heavy stone slabs around 200 B.C [3]. Juvinall and

Marshek [2] state that the Assyrians may have used these mechanical elements even as early

as 650 B.C. However, the modern ball bearing is believed to have been invented by

Leonardo da Vinci in A.D.1500.

In the early days designs were performed by individuals who started as craftsman. An

example of a craftsman "engraver of metals" turned into a designer is Al- Zarqali who has

learned the art of design by practice and was able to design and build the legendary and

phenomenal water clock of Toledo (Spain) that can tell not only the hours of day and night

but also the days lunar calendar in A.D. 1062 [4]. Another known designer is Al-Jazari

(1136-1206) who designed many magnificent mechanical devices and machines including the

elephant clock and the double action pump (Figure 1.1) and other designs. Not only did Al-

Jazari design the mechanical systems he communicated the designs by writing The Book of

Knowledge of Ingenious Mechanical Devices that explained with precision the function of

each part of the system [5]. This book contained instructions for design, manufacture and

assembly of complex machines.

Figure 1.1 - Drawing of double action pump and elephant clock

of Al-Jazari.


This one person design has continued for centuries. By the middle of the 20th

century the

mechanical devices have become more complex and more sophisticated requiring the

expertise of more than one engineer. This required involvement of teams with members

having different expertise. This demanded more organization and management of people and

the information they develop leading to the development of the design process which will be

explained in section 3 of these lecture notes.

1.2 DEFINITION OF DESIGN AND ENGINEERING DESIGN

The definition of design or engineering design is an open ended problem. There is no

universally agreed upon definition of design or engineering design, but in order to have some

guidelines definitions are given by different designers and engineering bodies. Examples are

given below and in your Power Point notes.

Design is a plan for creating an end product to meet a set of requirements. Design is a

fundamental activity of humankind, and can encompass a wide range of end products, from

consumer products to large-scale engineered systems, from buildings and software user

interfaces.

Engineering design is often defined as the process of devising a system, component or

process to meet desired needs. I t is a decision-making process (often iterative), in which the

basic sciences, mathematics, and engineering sciences (Mechanical, Electrical, Chemical, …)

are applied to convert resources optimally to meet a stated objective. Dym [6] defines

engineering design as: “Engineering design is the systematic, intelligent generation and

evaluation of specifications for artifacts whose form and function achieve stated objectives.”

Mechanical Engineering Design is one class of design, which involves the formulation of

the plan for the satisfaction of a need, based on the broad field of Mechanical Engineering.

Mechanical Design deals with the design of systems of mechanical nature and involves

mainly the subject Engineering Mechanics Sciences.

1.3 ANALYSIS AND SYNTHESIS

Much of what engineering students have been introduced to in their coursework in traditional

engineering classes focuses on the analysis of engineering problems. In engineering analysis,

a problem is deconstructed into its components so it can be understood. Problems are clearly

defined and can often be solved mathematically, resulting in one correct answer. The

homework format for such analysis classes is the problem set. At the other end of the

spectrum, this and other design classes focus is on synthesis of engineering solutions. In

design synthesis, the goal is to generate new ideas to solve problems. Design problems are

poorly defined and cannot be solved only using analytical tools. There are multiple possible

solutions to design problems, none of which may necessarily be “right.” The format for such

design classes is often an open-ended design project.

Both the ability to conduct analysis and synthesis of engineering problems is vital to being a

good engineer and designer.


1.4 ENGINEERING DESIGN AND PRODUCT DESIGN

Engineering design focuses primarily on the physics of a system, including such elements as

speed, mass, other performance measures. Product design also considers these, but also

thinks about the people who are going to actually use these products (called end users or

consumers). Product design takes into account what it is that an end user might want in a

product and how the product might satisfy that need [6].

A passenger car is a classic example of both engineering and product design. Many of its key

subsystems are primarily engineering design solutions, such as the engine, the fuel system,

and brakes. The user certainly cares about these subsystems, but does not interface directly

with them. A passenger car’s product design elements might include its seating, control

panel, and body.

In general, three parties are involved in a design effort (Figure 1.2): the client, who has

objectives that the designer must clarify; the user of the designed device, who has his own

requirements; and the designer who must develop specifications such that something can be

built to satisfy everybody [7].

Figure 1.2 – The designer-client-user triangle [7].

1.5 DESIGN PROCESS AND PRODUCT DEVELOPEMENT

Design process includes strategies and guidelines for designing. Following such processes

help increase the likelihood of achieving successful results. Simple products such as the

design of a lap joint [1], may require only three phases: 1) understand the problem, 2)

evaluate the product and 3) document the results. Others design processes require six design

phases, 1) recognition of a need, 2) definition of a problem, 3) synthesis, 4) analysis and

optimization, 5) evaluation and 6) presentation.

Figure 1-3 is a typical detailed form of the design and product development flow diagram [8].

The present diagram has been selected because it incorporates more details than most of the

others considered and can be applied to a large number of product and system designs. The

design process usually ends with detailed design (the 7th

phase in Fig. 1-3).

Designer

Client

User


Fig. 1-3 Flow of Design Process [2]

Note the different feedback arrows that go back to the different phases in figure 1-3. These

arrows are there to prove that design in general goes through several iteration processes. The

need can be well defined or vaguely stated. In the case of a vaguely stated need, one has to go

back to phase 1 as often as necessary.

Ullrich and Eppinger [9] offer the layout given in Fig. 1.4 of the early stages of the product

development process. Note again that throughout the design process and product

development, iteration takes place among the tasks as more knowledge is gained about the

design problem and the design itself.


Figure 1.4 – From Product Design and Development, Karl Ulrich and Steven Eppinger, McGraw-

Hill/Irwin.

Identify customer needs – Conduct research into the qualitative needs customers and

users desire in a product. Products often fail because they lack a clear understanding

of what their users and customers truly want. An example of such failure is illustrated

in Figure 1.4.

Figure 1.5 – Note how to design depends on the viewpoint of the individual who defines

the problem [9].

Establish target specifications - Customers generally express needs in qualitative

terms rather than with concrete values. Your job as an engineer is to translate these

qualitative needs into quantitative engineering characteristics that can be met by a

design.

Generate product concepts – Once the design problem is thoroughly clarified and

understood, the engineering designer’s task is to generate possible ways to address the

needs and specifications. Innovative thinking at this stage is crucial for arriving at

novel solutions.


Select product concepts – Not all ideas are equal. From the range of concepts

generated in the previous step, choose the best subset to pursue for further exploration

and development.

Test product concepts – Assess how well product concepts might perform by testing

various aspects of its performance.

Set final specifications – The testing of product concepts often reveals information

about a design that was not known beforehand. This knowledge can be used to fine

tune design specifications.

Plan downstream development – Determine how a design will be further developed

and manufactured.

In this course, you will work in teams to design and prototype your own design project that

will give you firsthand experience of the design project. You will learn a number of

structured methods to help you design well, and you will have many milestones along the

way during which faculty will advise and assess your progress.

REFERENCES

1. Ullman, D. G. (1997). The Mechanical Design Process, 2nd

Edition. McGraw-Hill,

Boston, MA.

2. Juvinall, R. C., and Marshek. K. M. (2000). Fundamentals of Machine Component

Design, 3rd

Edition, John Wiley & Sons, Inc.

3. Harris, T. A. (1966). Rolling Bearing Analysis, Wiley, New York.

4. Michael H. Morgan (2007). “Lost History: The Enduring Legacy of Muslim

Scientists, Thinkers, and Artists.” National Geographic, Washington, DC.

5. Al-Hassani, S. T. S. (2007). Al-Jazari – The Mechanical Genius, Foundation for

Science Technology and Civilization, UMIST, Manchester, UK.

6. Pahl, G., and Beitz, W. (1996). Engineering Design – A Systematic Approach,

Springer-Verlag, Berlin, Heidelberg, New York.

7. Dym, C. L., and Little, P. (2000). Engineering Design: A Project-Based Introduction,

John Wiley & Sons, Inc.

8. A. D. Deutschman, W. J. Michels and C. E. Wilson, “ Machine Design, Theory and

Practice,” Macmillan, 1975.

9. Ulrich, K. T., and Eppinger, S. D. (1995). Product Design and Development".

McGraw-Hill, Inc., New York.

10. Dieter, G. (1983). Engineering Design, A Materials and Processing Approach,

McGraw-Hill.


LECTURE 2

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2.1 OBJECTIVES

The student will learn:

The importance of teamwork in design projects and team dynamics.

The different roles of team members.

How to lead or hold an efficient meeting.

How to deal with conflicts in design teams.

2.2 INTRODUCTION

A team is a group of people linked in a common purpose. Teams are especially appropriate

for conducting tasks that are high in complexity and have many interdependent subtasks.

A group in itself does not necessarily constitute a team. Teams normally have members with

complementary skills and generate synergy through a coordinated effort which allows each

member to maximize his or her strengths and minimize his or her weaknesses [1].

Teamwork separates the winners from the losers. Football players form teams that have a

common target: winning games. Football teams like “Al-Ahli,” “Al-Hilal,” or “Al-Itihad”

end up champions of Saudi Arabia more often than the rest of the teams because they share

center point values and put the team first.

Working in teams is not an easy task. Basic knowledge about holding meetings and technical

know-how about the project matter are not sufficient for achieving project objectives.

Teamwork requires a lot of collective efforts, collaboration, compromise and commitment

from all the members to the team. Team members should have a common vision of the

design project at hand and work collectively to achieve it using interpersonal skills.

The first three sections of this lecture will describe what constitutes an engineering design

team, what it takes to have efficient teamwork and how does a design team develop through

forming, storming, norming, and performing stages. The fourth section will present elements

of efficient meetings and the different roles that members can play in a team. The last section

is about conflicts in design teams and how to deal with them.

2.3 ENGINEERING DESIGN TEAMS

2.3.1 Composition of Design Teams

As mentioned in Chapter 1, in the early days designs were performed by individuals. Al-

Zarqali [2] has learned the art of design by practice and was able to design the famous water

clock of Toledo alone, so did Al-Jazari [3] for the double action pump and other designs.

Nowadays, the mechanical devices have become more complex and more sophisticated

requiring the expertise of more than one engineer. Figure 2.1 illustrates the evolution in


systems complexity over the last two centuries. For Example, the Boeing 747 aircraft, which

has over five million components, required over 10,000 person-years of design time.

Obviously, a single designer could not approach this effort [4].

Figure 2.1 – Increasing complexity in Mechanical Design [4].

Design is an activity that is better performed in groups (engineering design teams). A

successful design requires many different skills and talents. As a result, design teams involve

people with a wide range of training, experience, perspectives and personalities. A design

and product development team may be composed of design engineers, material scientists,

manufacturing engineers, marketing experts and others. The team members for a given

project are selected to have the skills and talents required to design, manufacture and sell the

products successfully. The team members' skills are complimentary and not competitive.

Figure 2.2 is a schematic representation of a medium size engineering team [5].

Figure 2.2 – Composition of product development team for an electro-

mechanical product of modest complexity [5].

2.3.2 Virtual Teams

More and more, the product development and design team members do not necessarily have

to be in the same space or from the same cultural background. You may find the designers

stationed in North America, the material scientist in Europe, the marketing expert in Saudi


Arabia, and the manufacturing engineers in China. This is especially true for mega projects,

such as the Dubai Metro.

Developments in communications technologies have seen the emergence of the virtual work

team. A virtual team is a group of people who work interdependently and with shared

purpose across space, time, and organization boundaries using technology to communicate

and collaborate. Virtual team members can be located across a country or across the world,

rarely meet face-to-face, and include members from different cultures [1]. A good example

of this is the team that has worked on integrating design in the ME Curriculum at KFUPM.

The project team was composed of six faculty members from KFUPM, Dhahran, Saudi

Arabia and four faculty members from MIT, Cambridge, Massachusetts, USA. Some of the

members of this virtual international team know each other only through e-mail, Skype, or

Video-conferencing.

2.3.3 Interdisciplinary Teams

In the Mechanical Engineering (ME) Department at KFUPM, like in a large number of

engineering institutions all over the world, senior design projects are performed in teams. It

is preferred that teams be multidisciplinary (include members from other departments and

from industry). Examples of such senior design projects performed in the ME Department at

KFUPM are the 6-DOF Robotic Master Arm, USAD-1 and Stair Climbing Platform. These

projects involved faculty and students from Mechanical Engineering, Systems Engineering

and Computer Engineering Departments.

As a future engineer, in SABIC, SAUDI ARAMCO, …, you will have to work in teams and

most probably (being a KFUPM graduate) you will find yourself leading engineering teams.

If you know how to deal with teamwork and team dynamics you will see higher team

member productivity and satisfaction. If you do not know how to work or lead a design or an

engineering team you will see a lot of frustrations.

2.4 EFFICIENT TEAMWORK

“Teamwork is a joint action by two or more people or a group, in which each person

contributes with different skills and expresses his or her individual interests and opinions to

the unity and efficiency of the group in order to achieve common goals. The most effective

teamwork is produced when all the individuals involved harmonize their contributions and

work towards a common goal.”

“In order for teamwork to succeed one must be a team player. A team player is one who

subordinates personal aspirations and works in a coordinated effort with other members of

the team, in striving for a common goal” [1].

2.4.1 Team Goals

A good team is that who effectively utilizes the total energy of the group. The team members

should be able to transform individual energies into group energy. Two factors help make

this transformation possible: perception and valorization of a common target and

interpersonal relations [6].


Other essential ingredients for efficient teamwork are: collaboration, compromise,

communication and commitment [4].

Collaboration: means more than just working together-it means getting the most out

of the other team members.

Compromise: design teams are empowered to make decisions. They must

compromise to reach them. More robust decisions are developed by consensus rather

than by authority.

Communication: efficient communication where each member shares all the

information with other members will help develop a shared vision of the problem by

all members.

Commitment: It is important that team members are committed to the good of the

team.

To be able to reach the stage of efficient teamwork some adjustments are needed at during

team formation.

2.4.2 Development of Design Teams

Groups take time to come together as a team. There is a natural development process every

team progresses through. It is useful to examine this maturation so that as a team member

you can be prepared to work effectively with the team. To reach maturity a team has to go

through four stages: forming, storming, norming and performing [1].

The Forming – Storming – Norming – Performing model of group development was first

proposed by Bruce Tuckman in 1965 [7], who maintained that these phases are all necessary

and inevitable in order for the team to grow, to face up to challenges, to tackle problems, to

find solutions, to plan work, and to deliver results. Figure 2.3 presents Tuckman's schematic

representation of the four stages of team development. These stages are developed in the

following.

Figure 2.3 – The four phases of team development.


Forming

In the first stages of team building, the forming of the team takes place. The team meets and

learns about the opportunity and challenges, and then agrees on goals and begins to tackle the

tasks. The forming stage of any team is important because in this stage the members of the

team get to know one another and make new friends. This is also a good opportunity to see

how each member of the team works as an individual and how they respond to pressure.

Team members tend to behave quite independently. They may be motivated but are usually

relatively uninformed of the issues and objectives of the team. Team members are usually on

their best behavior (very polite) but very focused on themselves. They are polite, unsure,

suspicious and nervous. Mature team members begin to model appropriate behavior even at

this early phase.

Storming

Once the team works together for a while, they will leave the Forming stage and enter

storming. Politeness begins to wear off and dissension occurs over basic mission and

operating procedures. Control often becomes the primary issue. Who is going to decide

what? Disagreements can be either very obvious or subtle.

Storming is the most difficult stage for a team to weather, but it is necessary for healthy team

development. When team members begin to trust one another enough to air differences, this

signals readiness to work things out. Conflicts usually start at this stage.

Norming

In the norming stage team members adjust their behavior to each other as they develop work

habits that make teamwork seem more natural and fluid. They ask, “How are we going to

accomplish our work?” This often will lead them to agree on a process: rules, values,

professional behavior, shared methods, working tools and even taboos. During this phase,

team members begin to trust each other. Less time will be spent on idea generation, and

more on decision making. Motivation increases as the team gets more acquainted with the

project. The team members can be expected to take more responsibility for making decisions

and for their professional behavior.

Views seen before of members at the start begin to change as they know each other better.

The team members feel a sense of achievement for getting so far, however, some can begin to

feel threatened by the amount of responsibility they have been given. They would try to

resist the pressure and resist reverting to storming again.

Performing

Some teams will reach the performing stage. Performing is the fourth stage of team

development also known as the action stage. These high-performing teams are able to

function as a unit as they find ways to get the job done smoothly and effectively without

inappropriate conflict or the need for external supervision. Team members have become

interdependent. By this time they are motivated and knowledgeable. The team members are


now competent, autonomous and able to handle the decision-making process. Dissent is

expected and allowed as long as it is channeled through means acceptable to the team.

Even the most high-performing teams will revert to earlier stages in certain circumstances

(Figure 2.3). Many long-standing teams will go through these cycles many times as they

react to changing circumstances. For example, a change in leadership may cause the team to

revert to storming as the new people challenge the existing norms and dynamics of the team.

2.5 HOLDING EFFICIENT MEETINGS

Holding meetings is an important element of teamwork. During these meetings team

members exchange information to attain the common target. To be efficient, the meetings of

a design team have to be prepared carefully and the role of each team member has to be

defined. The following sections give brief descriptions of the roles that a team member may

play and explain the elements of an efficient meeting.

2.5.1 Team Roles and Responsibilities

There are a number of roles that a team member can play during the execution of a project.

Ulman [4] lists eight such roles: Coordinator, creator, investigator, shaper, monitor-

evaluator, team worker (player), implementer, completer-finisher. Dupuis [8] lists thirteen

roles adding: initiator, normalizer, …. Some engineering teams working on big projects have

a large number of team members that allows them to accommodate most of the roles listed

above. The design teams in this and subsequent courses will be small and will not have the

luxury to fill all of these roles. In this section we will concentrate on three of these roles that

an engineer in training like you may be called to play: team leader, team recorder and team

member.

Team Leader

During the course of ME 2XX you will be holding a number of meetings on site (during lab

sessions) and off site. To achieve the set goal of realizing your project you will need to

nominate (select) a team leader (coordinator). The main tasks of the team leader are:

To set the agenda for the meetings and make sure that each member receives it

ahead of time.

To make sure that the project is completed on time.

To ensure that every member participates actively in the project.

During the meetings, the team leader:

Coordinates, listens and considers all the pertinent views of the members.

Facilitates and promotes the positive participation of each teammate. However, full

and positive participation is not the sole responsibility of the team leader but that of

each member.


Should never apply undue influence on the team. Reaching consensus during

decision-making process may not be easy (Figure 2.4).

Figure 2.4 – Reaching a balance [9].

Ensures an environment that helps the team get their work done by providing the

needed resources for successful meetings. For example, the team may need to meet

off site, or require work samples, products or other items. The team leader is

responsible for obtaining these resources, and if they are unavailable (e.g., no off site

meeting space is available), then the team leader must inform the team of the situation

and direct the team to consider other options.

Team Recorder

The team recorder is responsible for:

Writing down the team's key points, ideas and decisions during the meeting.

Producing the minutes of the meeting from the notes taken during the meeting.

Reviewing the agenda for action items and making sure that they are highlighted in

the minutes with clear indication of the team member responsible for the action.

Distributing drafts of the minutes to the team members to get their input before the

next meeting.

Documenting the team's process, discussions and decisions.

Team Members [9]

Team members don't have specific responsibilities, but their positive participation through

collaboration, compromise and commitment is critical to the team's success. As a team

member you must agree to:

Read, analyze and understand the meeting agenda.

Prepare material related to your assigned task.

Arrive on time to the meeting.


Be enthusiastic and committed to the team's purpose.

Share responsibility to rotate through other team roles like team leader or recorder.

Share knowledge and expertise and not withhold information.

Respect the opinions and positions of others on the team, even if the person has an

opposing view or different opinion.

2.5.2 Preparing a Meeting

An efficient meeting needs to be carefully prepared. Preparation of a meeting goes through

five stages [8].

A. Reason for holding a meeting: Three questions need to be answered before calling

for a meeting:

a) Is it necessary to hold a meeting?

b) Can the information be obtained without holding a meeting?

c) What is the objective of the meeting? Is it

i) a communication meeting?

ii) a meeting for assessing the progress of the project?

iii) a meeting for producing new ideas and making decisions?

iv) a briefing or debriefing meeting?

v) a meeting for negotiation?

B. Selection of the participants: The selection of the team members who should attend

the meeting is to be done according to the objective of the meeting.

C. Preparation of the meeting agenda: the agenda should

a) be prepared and distributed by the team leader before the meeting so that

members can prepare for the meeting.

b) be consulted during the meeting: it will serve as a tool for the team leader to

stay on the track and help control the time duration for each item.

c) contain most of these elements:

i) Venue, date and time of the meeting.

ii) Title of the Document (Agenda).

iii) Meeting number and team name (it is customary to give a name to the

design team).

iv) Objective of the meeting.

v) List of items to be discussed (should include: adoption of present

meeting agenda and last meeting minutes).

An example of a meeting agenda is given in appendix A [10].


D. Holding the meeting.

a) Starting the meeting: The team members need to arrive on time to the

meeting or inform the team leader if they are planning to arrive late. The team

leader should start the meeting on-time and should not wait for late arrivals. If

the presence of an absent member is essential to meeting objective, the

members present (not the team leader alone) may take the initiative of

postponing the meeting to a later date.

b) Welcoming of the participants: The team leader will make the necessary

introduction if team members do not know each other. He may want to

remind the team members of the essential ingredients for efficient teamwork

(Section 2.3).

c) Explaining the objective of the meeting: The team leader reviews the agenda

and gets input from all team members regarding its appropriateness. Team

members should be encouraged to give input to the agenda. It is essential that

all the participants have the same understanding of the meeting objectives to

be able to positively participate. Once the objectives are clearly perceived by

the members it will be convenient to set some rules and procedures for the

meeting.

d) Process: To set an effective process, team members should address questions

such as: who will speak first? How much time to allocate to each agenda

item? Should decisions be taken by consensus? When can members ask

questions? These rules and procedures are to contribute to the efficiency of

the meeting and to allow the team to achieve its set objectives. An initial

compromise on the process rules and procedures will prevent dysfunctions of

the meeting and team.

e) Task sharing: The team leader must make sure that meeting objectives are

met. He needs to remind each member of his task during the meeting.

E. Closure of the meeting: Before the end of the meeting it is recommended that the

leader summarizes the accomplishments and decisions made during the meeting. The

summary should be concise, well structured and free of subjectivity. It is convenient

to remind each member of the tasks to be performed before the next meeting of which

the date and time are to be set at the end of the present meeting.

2.6 CONFLICTS AND CONFLICT MANAGEMENT

Conflicts are inevitable in each teamwork. They are known to occur more often during the

storming stage of the team development process. This stage which is necessary to the growth

of the team can be unpleasant and even painful to members of the team who are reluctant to

conflict. Some teams may experience conflicts at later stages of their work and fall back into

the storming stage. This phase can become destructive to the team and will lower motivation

if allowed to get out of control.

Patrick Lencioni [11] enumerates five main dysfunctions of the team:


Absence of Trust

Fear of Conflict

Lack of Commitment

Avoidance of Accountability, and

Inattention to Results

To minimize the frequency of conflict occurrence, team members need to always be

reminded by the leader of the team goals. Tolerance of each team member and their

differences needs to be emphasized. Without tolerance and patience the team will fail. The

teams will therefore resolve their differences and team members will be able to participate

with one another more comfortably and they won't feel that they are being judged in any way

and will therefore share their own opinions and views.

Conflicts should not be feared and need to be resolved as they occur. Avoiding them will not

make them disappear. A healthy fight is beneficial to teamwork. Dealing with conflict on a

project is probably one of the best ways to see what you’re made of. It is the perfect

opportunity to choose to be open and understanding rather than close-minded and verbally

abusive (that helps no one). Disruptive team members, even those with good intentions and

who are trying to help, should be dealt with appropriately, never ignored. More tips on how

to resolve team conflicts can be found in references [12-14].

REFERENCES

1) http://en.wikipedia.org/wiki/Teamwork

2) Michael H. Morgan (2007). Lost History: The Enduring Legacy of Muslim Scientists,

Thinkers, and Artists, National Geographic, Washington DC.

3) Al-Hassani, S. T. S. (2007). Al-Jazari - the Mechanical Genius, Foundation for

Science Technology and Civilization. UMIST, Manchester, UK.

4) Ullman, D. G. (1997). The Mechanical Design Process, 2nd

Edition, McGraw-Hill,

Boston, MA.

5) Karl T. Ulrich, and S. D. Eppinger (2000). Product Design and Development, 2nd

Edition, Irwin McGraw-Hill International.

6) Vinet, R., et al. (1992). Methodologie d'Ingenerie et Communication, Presse de

l'Ecole Polytechnique de Montreal, Canada.

7) Tuckman, B. Developmental sequence in small groups, Psychological Bulletin, 63(6),

pp.384-99.

8) Daniel Dupuis, Notes de cours Module 2 Le travail en équipe : aspects humains et

aspects techniques, Édition Automne07© FSG 2007 Ingénierie, design et

communication COM-21573 Faculté des Sciences et de Génie, Université Laval.

9) http://www.goer.state.ny.us/Train/onlinelearning/

http://en.wikipedia.org/wiki/Teamwork

http://www.goer.state.ny.us/Train/onlinelearning/


10) Merah, N. (2002). “Machine Design Laboratory Manual: Design Procedures,

Guidelines and Solutions,” KFUPM Press.

11) Patrick Lencioni (2002). The Five Dysfunctions of a Team, Jossey-Bass, p. 229,

12) Fisher, K., Rayner, S., and Belgard, W. (1995). Tips for Teams: A Ready Reference

for Solving Common Team Problems, New York:McGraw-Hill, Inc.

13) Townsley, C. (2007). Resolving Conflict in Work Teams, Ron Armstrong & Carole

Townsley.

14) http://www.americangeriatrics.org/education/gitt/3_topic.pdf


Appendix A

EXAMPLE OF MINUTES

Course Name and Number: ___________________________________

Team Name: ___________________________________

Meeting #: ___________________________________

Project Title:

Date and Time:

Place:

Members Present:

Absent:

Late:

Minutes

1. Opening – State the purpose and objectives of the meeting, announcements, items to

be discussed.

2. Item # 1 Review of agenda and adoption of minutes for last meeting.

3. Item # 2 (title):

Discussion

Problem

Decisions and actions

4. Varia

Signature

------------------------------

Secretary (Name)

Att. Agenda (The agenda is prepared by the team leader).


LECTURE 3

PPRROODDUUCCTT DDIISSSSEECCTTIIOONN

3.1 OBJECTIVES

To teach the students the ethics of competitive products assessment.

To appreciate the importance of product dissection as a tool in reverse engineering.

To learn what product dissection is all about.

To appreciate the importance of product dissection in product development.

To appreciate that product dissection is an important tool in design.

3.2 INTRODUCTION

(a) Important Definitions

Product dissection is the tearing of the product down to its smallest parts. As such, it

is a tool that is frequently used in the process of reverse engineering or benchmarking.

Reverse engineering is a ‘tear down’ process, using product dissection as one of its

tools, which systematically dismantle the product (or process) to understand what

technology is used and how it is made for the purpose of meeting marked needs and

replication.

Benchmarking is a process used in search of ‘best practices’ that will lead to superior

performance. It can be broadly defined as a process to measure and compare a

company’s methods, processes, procedures, and services performance against other

companies that consistently distinguish themselves in the same category of

performance. The ‘teardown’ of a product without the intent of replication is part of

the benchmarking process in establishing best practices.

Competitive analysis, on the other hand, looks at ‘market share’ a product may enjoy

relative to the competition and how a company may enhance their product to increase

its market share.

(b) In dissection, taking apart a product has specific targets:

i) understanding how the product works,

ii) inferring important technical manufacturing attributes of the product,

iii) creating the engineering specifications for the product,

iv) inferring strengths and weaknesses of the design involved in the product, and

v) re-designing the product for the same specifications, or with some extra

constraints.

The first two parts of the process are technical and the three last parts represent an

analysis of the product to determine its relative competitiveness with other products.


3.3 FRAMING THE ISSUES AND OBJECTIVES OF THE DISSECTION

Key objectives: learn the “what” and the “how” of the product.

Decide for whom is product meant for and for what use.

Describe who the customers are and what their key needs are.

Describe what the concept for this product is. How does the whole thing work?

Describe what the key working principles are.

What is the role of the technology in the product.

What are the choices of key materials? Why chosen?

What is particularly clever about the product and its design? What is not clever about

it?

What is the most probable PDS on which the dissected product was based?

3.4 DISASSEMBLE, MEASURE, AND ANALYZE THE DATA

Introduction to good practices. Take good notes, make sketches, take pictures, and in

general, be able to put it back together so that it works again

Teardowns the product, take pictures, makes sketches, take measurements.

Fill in the Bill of Materials, as shown in Figure 3.1.

Figure 3.1 – Bill of Material (BOM).

3.5 UNCOVER THE FUNCTION

Use the Subtract and Operate Procedure (SOP) to uncover the function. The concept

is to take out a part, operate the product or assembly, and observe its operations.

Through observation and/or measurements deduce the function of the part and its

working principles. The concept can be demonstrated with simple products. For

Product: XYZ Manufacturer: ABC

Part # Name Quantity Function Mass Material

ad Finish

Manufacturing

Process Dimensions

Cost

Estimates

A1

A2

A3

A31

A32

A33

…

A4

A5

A6

A61

A62

…

…

…

…


example, a coffee maker, a coffee grinder, an alarm clock, an electric stapler,

mechanical stapler, etc.

Parts move with respect to each other to produce an effect. Therefore, the

arrangement of parts is the result of design. Also, the materials are chosen in the

context of function, performance, and cost.

Steps involved:

Step 1. Disassemble a component of the assembly.

Step 2. Operate the system or the assembly.

Step 3. Observe the effect and take measurements if required.

Step 4. Deduce the function of the missing component. Replace the

component

Step 5. Repeat the procedure for all the parts.

3.6 FORCE FLOW ANALYSIS

Introduction. The concept is to identify the force (energy) flow through the product to

understand the functions of the components that make it work. The goal is to identify

the flows where there is a relative motion between two components. The overall idea

is to analyze the parts where there is no relative motion to infer the reasons why they

are distinct parts and whether there is an opportunity to simplify the design

Steps involved:

Step 1. Identify primary force flow transmitted through the product.

Step 2. Map the flow from the external source to the exit point.

Step 3. Analyze the map to identify the points of relative motion between

components.

Step 4. Decompose the diagram intro groups of relation motion components.

Step 5. Deduce the sub-functions of the product.

Step 6. Infer the architecture of the product and how it satisfies customers’

needs.

Step 7. Repeat for the other forces.

3.7 FORM BILL OF MATERIAL

Prepare a Bill of Materials (BOM) as shown above for the product.

3.8 PRODUCT COST

Consider the total cost of the product.

Consider the price of the product.

Find typical competitive products.

Determine their price ranges.

Obtain as much functional and technical information as possible.

Research SIC code profitability and cost information.

Document findings of relative cost, price, and profitability.

Draw some conclusions about your product.


3.9 CREATE THE PRODUCT DESIGN SPECIFICATIONS (PDS)

Describe the elements of the PDS, as shown in Figure 3.2.

Discuss what elements in the PDS can be created for the dissected product, and what

elements cannot be.

Figure 3.2 – Elements of the Product Design Specifications (PDS).


LECTURE 4

CCUUSSTTOOMMEERR NNEEEEDDSS AANNDD EENNGGIINNEEEERRIINNGG DDEESSIIGGNN

SSPPEECCIIFFIICCAATTIIOONNSS

4.1 OBJECTIVES

The student will:

Understand the meaning of, and the tools for gathering, customer needs and

requirements.

Classify customer needs into “MUST HAVE” and “DESIRABLES.”

Learn the importance of the engineering specifications in the design process, and to

define these specifications.

Appreciate the variety of elements that appear in the EDS.

4.2 INTRODUCTION

Product specifications. Product design specifications (aqua engineering design

specifications): When we buy a product, whether it is a household appliance (e.g.

refrigerator, vacuum cleaner, washing machine, toaster, etc.), an automobile, a computer, a

toy, etc., it is always accompanied by a booklet which consist of a large document or just a

few pages, written usually in many languages, titled “Instructions for use” or “User’s Guide.”

The last few pages of that booklet are a section titled “Technical Specifications” or “Product

Specifications (PS)” المواصفات الفنية. The PS lists the most important characteristics that the

user should know about the product, such as: size, weight, capacity, voltage, performance,

regular maintenance, expected life, recyclability, etc. These are fixed metrics which can be

checked by making measurements on the product itself.

Some of these characteristics were initially set before the product was actually designed,

while others evolved during the various design phases until they took the final values listed.

The initial set of specifications developed by or given to the designer are called “Engineering

Design Specifications, (EDS)” or “Product Design Specifications (PDS).” During the

design cycle, the (EDS) document continuously evolves until it becomes what is known as

the (PS) document after manufacture.

4.3 CUSTOMER NEEDS AND REQUIREMENTS

Now, you may want to ask: “But who determined the EDS, to start with, and how was it

done?” These are very legitimate questions, of course, and lead us to the fact that products

are usually designed, manufactured, and marketed to satisfy the voice of the customers. The

following are some guidelines for gathering customer needs and requirements.


4.3.1 Generate List of Your Customer Base

Generate list of your customer base. This includes more than the end-use users of your

product. You must also consider retailers, service persons, and the personnel of your firm

including manufacturing and marketing. Almost anyone who contacts your product will have

some level of customer interest.

4.3.2 Tools for Gathering Customer Needs

Many tools can be used to collect the customer needs. Examples are:

Interviews with customers.

a) Who fit the profile of the market segment?

b) Of sufficient sample size to help draw meaningful statistical inferences.

Survey questionnaires.

Focus Groups.

Market Studies.

Product publications (e.g. consumer reports, trade journals, etc.).

Benchmark Studies through dissection.

4.3.3 The Fundamental Customer Needs and Requirements

These are listed in Table 4.1.

Table 4.1 – Fundamental Customer and Company Requirements.

CUSTOMER REQUIREMENTS COMPANY REQUIREMENTS

Functional Performance:

Motions/kinematics Forces/torques

Energy conversion/usage

Control

Operating Environment:

Air temperature, humidity, pressure

Contaminants

Shock, vibration

Others:

Economic

Geometry Maintenance

Repair

Retirement

Reliability

Robustness

Safety

Safety

Pollution

Ease of use

Human factors

Appearance

Marketing: Customer/consumer

Competition

Strategy

Time to market

Pricing

Advertising

Sales demand, targets

Manufacturing:

Production quantity

Processes, materials New factory equipments

Warehousing and distribution

Financial:

Product development investment

Return on investment

Others:

Regulations, standards, codes

Patents/intellectual property


4.3.4 The next Question to ask is: Must all requirements be satisfied?

Requirements can be separated into: “MUST HAVE” and “DESIRABLE.”

“must have” requirements = become design constraints.

The “MUST HAVE” requirements are often associated with standards, spatial

requirements, and company requirements.

Be careful in identifying MUSTs, not all requirements are absolutely essential.

“desirable” requirements = weighted by importance

An alternative to importance weights is the use of importance ratings, or measures

that use ordinal number scales, such as “5” for most important, “3” for important, and

“1” for least important.

4.3.5 Example – Motorcycle Design

(a) Fundamental customer needs (usually called the WHAT’s) have been identified as:

Transport rider(s) fast

Steer bike easily

Supports rider(s) comfortably

Absorb road shocks

Start engine quickly

Note that the WHAT’s are loosely defined. This is the common situation.

(b) Rating the customer needs, by assigning weights to each of the WHAT’s. A typical

analysis may reveal the following the result shown in Table 4.2.

Table 4.2 – Customer Importance Weights.

Customer Needs

(What’s)

Weight

(%)

Transport rider(s) fast 50

Steer bike easily 20

Supports rider(s) comfortably 10

Absorb road shocks 5

Start engine quickly 15

TOTAL: 100


4.4 ENGINEERING DESIGN SPECIFICATIONS (EDS)

The EDS is a listing of the critical parameters, engineering characteristics and requirements

for the product you are designing. The document is driven by customer needs. Called the

HOW’s, it indicates how the WHAT’s will be technically achieved.

It is intended to show what you are trying to achieve, NOT what you will end up with.

In other words, the EDS translate the vague and imprecise customer needs and requirements

into specific engineering specifications. For instance, if the customer says:

“I want a fast motorcycle.”

What does “fast” mean?

120 mph top speed? 32 ft/sec acceleration? 4000 Hz engine frequency?

Engineers need objectives … i.e. quantitative targets.

4.4.1 Methodology to Generate Measurable Engineering Specifications

(a) A first critical step is to find as many measurable engineering specifications (HOW’s)

for each customer requirement (What’s). Then record your engineering specifications.

For example, a requirement of “easy to attach” can be measured in:

number of steps in attachment,

time required to attach,

number of parts required,

number of tools required.

If you are unable to find an engineering specification for a customer requirement, it is

an indication that the customer requirement is not well understood. A possible

solution is to break the requirement down into finer parts.

(b) The next step here is to define target values for your engineering specifications.

These target values will be used to evaluate how well your product meets the

customer’s requirements. Two steps are involved here:

Examine the competition for how well they meet the engineering

specifications. Performing this step will require researching the competition

well. If you can get to examine physical examples, dissect them.

Establish the value that your product will meet. The best target values are

specific values, of less value are ranges of values. Record the target values

associated with each engineering specification.

4.4.2 Define Specifications

To define specifications, look to:


Customers (first and foremost)

Competing products (use reverse engineering)

Analogous products

Patents

Trade magazines (identify the driving technology of the product power/weight,

materials, user interface)

Published standards (ASME, Mil-Specs, ASTM, etc.)

Engineering handbooks and textbooks

Experience and Experts

4.4.3 Elements of an EDS Document

The following is a list of elements that might appear in a product design specification. It is

not intended to be all inclusive.

Intended market.

Product cost(s).

Operating environment (temperature, pressure, humidity, dust, dirt, vibration,

contamination, corrosion, etc.).

Engineering performance (e.g. force, speed, power, torque).

Product operators/users.

Ergonomics.

User interface.

Dimensions.

Weight.

Materials.

Product life.

Service life.

Storage shelf life.

Reliability.

Mean time to failure.

Disposal/reuse.

Assembly.

Installation.

Regulatory environment (federal, state, local)

Patent infringement

4.4.4 Writing the EDS Document

(a) When writing the PDS, formulate a table of columns. List the requirements, define a

metric (units) if at all possible, define a target value or at least a range.

Finally, try to include a comment on where the specification came from (customer

needs, governmental regulation, competition, etc.) out as compromises are made.


(b) Try to be comprehensive, even if you may have to ignore the requirement later due to

time constraints. Specifications may overlap and conflict (e.g. high strength vs. low

weight). Don’t worry at this stage, they will sort themselves

(c) Finally, remember that the EDS is a constantly evolving document. It is subject to

change as the project progresses and as more information is learned.

Details are added as the design develops.

4.4.5 Example – Motorcycle Design

Referring to the customer needs listed in Table 4.2, the corresponding Engineering

Specifications are given in Table 4.3.

Table 4.3 – Some Engineering Characteristics for the Motorcycle Design.

Customer’s Needs (What’s)

Engineering

Characteristics

(How’s)

Units Limits

Start engine quickly Cranking time Seconds ≤ 5 sec.

Support rider(s) comfortably Cushion compression Inches

Transport rider(s) fast

Acceleration

Top Speed

0–60 mph

feet/sec2

mph/kph

seconds

≥ 32 ft/s2

≥ 90 mph

≤ 6 secs

Steer bike easy Steering torque

Turning radius

pound-ft

feet

Absorb road shocks Suspension travel Inches > 5 in.


LECTURE 5

CCOONNCCEEPPTTUUAALL DDEESSIIGGNN

5.1 OBJECTIVES


The first phase of engineering design after identifying the EDS.

The importance of clarifying in detail the functions expected from the product.

How to generate design concepts for each sub function.

How to develop alternative product concepts.

How to analyze and evaluate the alternative product design concepts.

What are the expected outputs from the conceptual design phase for a product.

5.2 INTRODUCTION

(a) Where do we stand? So far, the designer did not achieve much in designing his

product. In fact he did not determine how it will look like, what will be its size, what

materials will be used, etc. However, he has in his hand a very important document

which translates the customer needs into engineering characteristics. This is the

Engineering Design Specifications (EDS). The designer will be continuously guided

in his decision-making process by this document, which can be slightly modified

along the way. But how does the design proceed from here? The answer has been

given in the first lecture. We start by performing the Conceptual Design of the

product.

(b) Conceptual Design. By the end of this phase, the designer should have arrived at an

accepted concept for his product. To do this, he must generate many alternative

product concepts, and then select the “best alternative.” It is very difficult to generate

concepts for the product as a whole, except in situations where the product is very

simple and the functions it performs are very limited. In other cases, the designer

must: (a) decompose the function into sub-functions, and those sub-functions into

sub-sub-functions, etc., (b) develop different alternative concepts to perform these

primary functions, then (c) develop different alternative concept for the whole

product. By now, most probably, you have many questions to ask. But, for sure, the

most urgent one is: What is a “concept?”

(c) What is a “Design Concept”? A design concept is defined as “the abstract

embodiment of: a physical principle, material and geometry.” As an example Figure

5.1 represents a design concept for a disc brake, where a caliper is forced on the flat

surface of a disc mounted on the shaft. The resulting friction causes the shaft to

decelerate or stop. Note that the size is not specified in the sketch; only a vague shape

is provided to illustrate the concept. Other examples of design concepts for slowing


and stopping a spinning shaft, and for fastening sheets of paper are given in Tables

5.1 and 5.2, respectively.

Figure 5.1 – “Design concept” for a disc brake.

Table 5.1 – Design Concepts for Slowing and Stopping a Spinning Shaft.

Alternative Physical Principle Abstract

Embodiment

1 Fluid friction Fan blade on shaft

2 Magnetic field Re-generative brake

3 Surface friction Disk and caliper brake

Table 5.2- Design Concepts for Fastening Sheets of Paper.

Alternative Physical Principle Abstract

Embodiment

1 Spring force Paper clip

2 Bent clamp Staple

3 Bendable clamp Cotter pin

4 Adhesion Glue

(d) Physical Principles. A physical principle is “the means by which some effect is

caused”. Examples are given in Table 5.3.

(e) How do we proceed? We use the overall design process to guide us through the

concept design phase? This is shown schematically in Figure 5.2.

motion

(rotation)

physical principle

(friction force caused by

caliper clamping force)

material

(solid)

surface

(planar area)

working

geometry


Table 5.3 – Examples of Physical Principles.

Conservation of energy Archimedes’ principle Ohm’s law

Conservation of mass Bernoulli’s law Ampere’s law

Conservation of momentum Boyle’s law

Diffusion law

Coulomb’s law of electricity

Gauss’ law

Newton’s law of motion Doppler effect Hall effect

Newton’s law of gravitation Joule-Thompson effect

Pascal’s principle

Photoelectric effect

Photovoltaic effect

Coriolis effect Siphon effect Piezoelectric effect

Coulomb friction

Euler’s buckling law Thermal expansion effect

Hooke’s law Newton’s law of viscosity

Poisson effect/ratio Newton’s law of cooling

Figure 5.2 – Using the design process during the conceptual design phase.

Generate

Alternatives

Analyze

Iter

atio

n

Will not violate laws of nature

Likely to satisfy “must”

customer requirements Likely to satisfy company

requirements

Archives, People

Internet, Creative methods

Engineering

Design

Specification

1st order calculations

Proof of concept tests

Bench test, Pilot plant

Feasible?

Best

Concept(s)

Pugh’s Method

Weighted Rating Method

Evaluate

Concept Design

yes

no

Clarify Functions

Activity Analysis Decomposition Diagrams

Function Structures


5.3 CLARIFYING FUNCTIONS

(a) Activity Analysis Method. The interaction between the customer and the product can

be illustrated in Figure 5.3. Namely, the customer activities consist of using then

retiring the product. Along these lines, the activity analysis method for a rechargeable

electric shaver can be obtained as shown in Figure 5.4. We can see that an activity

analysis helps us understand all the required functions, not just those during daily use.

We also learn how the product interacts with the environment.

USE

Setup

◘ First time

◘ Prior to (daily) use

Ordinary operation

Maintenance

Repair

RETIREMENT

Deactivate

Disassemble

Recycle

Disposal

Figure 5.3 – Interaction between customer and product.

USE

Setup

1. Open package

2. Examine shaver, cord, travel case, and cleaning brush

3. Read instructions booklet

4. Fill out Warranty Card

5. Plug in shaver to charge batteries

6. Put shaver, case, cord, brush in bathroom cabinet drawer

Daily use

7. Remove charged shaver from drawer

8. Trim hair

9. Shave face

10. Remove cutter blade

11. Brush cutter blade

12. Replace cover

13. Repeat Step 5

14. Store shaver in drawer

15. Repeat Steps 7–14 until blades need replacing

Replace blade

16. Remove cutter blade cover

17. Install new cutter blade

18. Replace cutter cover

Daily use 19. Repeat Steps 7–13 until batteries need replacing

Replace batteries 20. Install new rechargeable batteries

Daily use 21. Repeat Steps 17–19 until shaver becomes unrepairable

RETIRE Dispose of shaver 22. Throw out shaver and auxiliaries

Figure 5.4 – Activity analysis.


(b) Product Physical Decomposition. The product is broken down (decomposed)

physically as shown in Figure 5.5 for a coffee maker.

.

Figure 5.5 – Component decomposition diagram of a coffeemaker.

(c) Product Function Decomposition

Break down the product by what it does. This is done for the coffee maker, as

shown in Figure 5.6. The function decomposition diagram is seen to be a

hierarchical structure of functions, not forms. It tells us what functions need

to be performed, not how it gets done (form).

Figure 5.6 – Functional Decomposition Diagram for a coffeemaker.

Functions should be summarized as verb-noun pairs. [Examples in Fig. 5.6

are: Make coffee; boil water; store water; convert electricity, etc.]

The Noun-objects are classified into: Energy; Material; and Signals

(information).

The Verbs: Transform nouns (above) into other nouns.

Example: “boil water” transforms material (water) into material (hot water).

The general process is shown in Figure 5.7.

Note that: the “into noun” is implied by the verb choice.

2 September 2008 BIOE 498 - F2.1 - M. Haney 23

Component Decomposition Diagram

Coffee Maker

Level gage

Water Tank

Switch

FrameBasket

Power cord

Heater element

Hot Plate

assembly

subassembly

part

Legend:

• Break down the product, physically


Example: “burn these lecture notes” – material → energy.

Figure 5.7 – Functions change the state of energy, material, and information.

Some functions that product parts perform are:

Amplify Dissipate Protect

Change Fasten Release

Channel Heat Rotate

Collect Hold Separate

Conduct Increase Store

Control Join Supply

Convert Lift Support

Cool Lower Transform

Decrease Move Translate

Why prepare functional decomposition diagrams?

To breakdown big functions into smaller basic sub-functions, thus

improving our ability to “match” existing concepts to basic functions.

Fully understand customer requirements (use and retire).

Disconnect function from form.

Identify system boundaries.

Increase the potential for new combinations

5.4 GENERATING DESIGN CONCEPTS

(a) Where do concepts come from?

Company archives, libraries.

People (co-workers, friends, consultants).

The Internet (US Patent Office, Thomas’ Register, vendor web pages).

Other/existing products.

Creative methods – no criticism allowed:

Brainstorming: Lots of 3 × 5 cards, or Post-It notes. 3 ideas each.

Method 6-3-5: Six people each write 3 ideas on pieces of paper, and pass to

Function

Energy

Material

Signal

Energy

Material

Signal

State 1

INPUTS

State 2

OUTPUTS


the right. Each person reads the ideas from their neighbor, and adds 3 more

ideas. After 5 turns, collect the papers.

(b) Morphological matrix:

Simple combinatory expansion:

Sub-function (SF)1 may be addressed by concepts C11, C12, C13.

Sub-function (SF)2 may be addressed by concepts C21, C22, C23.

Now: A11 = {C11, C21}, A21 = {C12, C21}, A31 = {C13, C21},

A12 = {C11, C22}, A22 = {C12, C22}, A32 = {C13, C22}.

Each permutation of (sub) concepts is a candidate (super) concept.

Example: A morphological matrix for a gasoline-engine-powered mini bike is shown

in Table 5.4.

Table 5.4 – Morphological Matrix for a Mini Bike.

Alternative Concepts

1 2 3

Su

b-

fun

ctio

ns Transmit Chain Belt Gearbox

Brake Disc Drum

Steer Handlebar Control Stick Fly-by-Wire

5.5 DEVELOPING PRODUCT DESIGN CONCEPTS

(a) Now a design concept for the whole product can be developed by combining an

alternative for sub-function 1, with an alternative for sub-function 2, an alternative for

sub-function 3, etc. This is shown schematically in Table 5.5 below.

Table 5.5 - Developing Combinations of Concepts into Alternative Product Concept Designs.


(b) For the example of a mini bike, Table 4 indicates that the number of alternative design

concepts for the mini bike will be: 3 * 2 * 3 = 18 possible alternative combinations.

These are listed in Table 5.6 below

Table 5.6 – Alternative Product Design Concepts for the Mini Bike.

Alternative Sub-function

Transmit Brake Steer

1. Chain Disc Handlebar

2. Chain Disc Control stick

3. Chain Disc Fly-by-wire

4. Chain Drum Handlebar

5. Chain Drum Control stock

6. Chain Drum Fly-by-wire

7. Belt Disc Handlebar

8. Belt Disc Control stick

9. Belt Disc Fly-by-wire

10. Belt Drum Handlebar

11. Belt Drum Control stick

12. Belt Drum Fly-by-wire

13. Gearbox Disc Handlebar

14. Gearbox Disc Control stick

15. Gearbox Disc Fly-by-wire

16. Gearbox Drum Handlebar

17. Gearbox Drum Control stick

18. Gearbox Drum Fly-by-wire

5.6 ANALYZING (SCREENING) ALTERNATIVE

PRODUCT DESIGN CONCEPTS

(a) Not every alternative product design concept will be feasible. All alternative concepts

should be analyzed and screened to eliminate those which are impractical.

(b) Analysis should be performed not just by asking: Is the product concept good/bad?

Rather, critical questions should be asked. Examples:

Will the concept work?

Will it meet the minimum performance?

Will it survive in the operating environment?

Will it satisfy other critical requirements?

Can it be manufactured?


Is it financially realistic?

5.7 EVALUATING ALTERNATIVE PRODUCT CONCEPTS

(a) Pugh’s concept selection method. Example is shown in Figure 5.8.

Figure 5.8 – Pugh’s concept selection method.

(b) Weighted rating method. Example is shown in Figure 5.9.

Figure 5.9 – Modified Pugh’s concept selection method.

(c) Where do criteria, importance, and ratings come from?

You.


Evaluation

• Pugh’s concept selection method

– Pick one concept for reference (B)

– Are others better (+), worse (-), or the same?

– A is better, C worse, D is a wash (wrt B)

Criteria Concept A Concept B Concept C Concept D

Faster + ref - +

Stronger + ref - same

Less expensive - ref + -

S+ 2 1 1

S- 1 2 1

Ssame 0 0 1


Evaluation

• Weighted-rating method

– Concept A wins!

• You can “weight” the Pugh method (scale by Importance)

Concept A Concept B

Criteria Importance Rating Weighted

Rating

Rating Weighted

Rating

Faster 50% 3 1.5 2 1.0

Stronger 40% 3 1.2 2 0.8

Less

expensive

10% 1 0.1 2 0.2

Totals 100% 2.8 2.0

4 Very good

3 Good

2 Adequate

1 Tolerable

0 Unacceptable

Ratings


May be your client, but probably not.

May be your Company has guidelines, or not.

More often than not, you chose. And you are judged by your choices!

5.8 CONCEPTUAL DESIGN REVIEW

(a) Each phase produces “outputs”: Concepts, configurations, parametric choices.

(b) The outputs of Conceptual Design are:

The ordered list of concepts that will be pursued into Embodiment Design.

All supporting documentation, namely: Meeting minutes; Literature search;

Internet search; Activity analysis; decomposition diagrams, and other

sketches; Screening; Evaluation matrices.

REFERENCES:

R. Eggert, Engineering Design, Pearson Education, Inc., 2005.


LECTURE 6

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FFUUNNCCTTIIOONNAALL,, AANNDD PPHHYYSSIICCAALL DDEECCOOMMPPOOSSIITTIIOONN

Lecture 5.3 and Lab 5.1 – Physical Decomposition

Physical decomposition is the process wherein the engineer deals with specific physical

flows to arrive at a physical function structure for the product. In prior lectures and labs, a

product concept grounded on a set of preliminary and sketchy working principles is in place.

A functional decomposition has been completed, though largely implementation independent,

it necessary and effective in setting the direction for the physical embodiment. In this lecture,

students will learn the preparatory steps for the physical embodiment process, which

culminates with an embodied design. Although the process is presented in a linear

description, it is iterative combining analyses and syntheses. Building on the learning and

results of the functional decomposition lecture as a base, students will learn the processes of

physical decomposition. They will learn how to apply three general work-intensive

processes. They are: (1) Specifying the physical black box. Transform the functional black

box to create a physical black box with inputs of energy, material, and information. The

outputs are transformed input, material and information that achieve the intended purpose of

the product. (2) Specifying detailed energy, material, and information flows of the black box.

Students will specify the energy, material, and information flows so that they meet

customer’s needs and perform the intended functions of the product, and (3) and from these

flows develop a refined function structure that will serve as input for working structures and

physical embodiment designs.

LECTURE 5.3 OUTLINES

6.1 INTRODUCTION

6.1.1 Review and Amplify the Definition of Function

Engineering function “is a statement of clear, reproducible relationship between the

available input and the desired output of a product, independent of any particular

form.” (Otto and Wood, 2001; 151)

Syntax of a function statement. function:< verb >|<noun>. Review examples.

In this lecture we relax the constraint of form independence. We permit the form to be

functions that use energy, material, and information. The functions should be

implementation independent. Thus, we get:

A more complete syntax:

function:<verb>|<noun>|”by


using”|{<material>,<energy>,<information>}|

”to yield”| {<material>,<energy>,<information>}

[Pahl and Beitz (1999, 157) and Otto and Wood (2001, 172) present a set of

verbs; such as import, store, convert, etc. In turn these verbs are organized into classes

of verbs (Otto and Wood (2001, 1017- 1020)); such as, channel,

support, etc. Both of these references should be handed out to students. They should

have them for immediate reference at all times.]

Note that Ullman’s reading from last lecture also needed for this one.

6.1.2 Objectives of the Lecture

Extend the learning of function structures and learn how to create physical function

structures. In the previous lecture, the focus was on the “what,” namely what functions and

sub-functions are required to meet the customer’s needs and specifications. In this lecture,

the focus is on the “how,” namely how we realize the functions with “atomic” functions. Key

to the understanding of the “how” includes learning to specifying networks of “flows” that

form a function to achieve intended outputs. These are fundamental for making something

work using parts, assemblies, and subsystems.

6.1.3 Discuss Practice in Industry

For small projects the same team designs the function and physical structure, e.g.

medical instruments, and consumer electrical products.

In large projects of dozens or hundreds of engineers, small number of very

experienced groups does the functional design. Different groups from different

disciplines will design physical structures. For example for Boeing, the propulsion

system, avionics, wings, fuselage, all have very large distinct groups of engineers;

similarly in a computer company. The microprocessor, main memory, secondary

storage, printers, displays, software are all designed by different groups. These

groups are frequently in many different countries.

Companies typically have special staffs that enforce the discipline of the kinds of

processes discussed in this lecture. Senior executives pay special attention to the

results of the validation processes. They do not want to make mistakes.

6.2 LECTURE OUTLINES

6.2.1 Basic Concepts

One. The approach to physical decomposition is analogous to functional

decomposition. In the physical decomposition the inputs are energy, material, and

information (or signals). The outputs are energy, material, and information (or

signals). The black-box is where these inputs are transformed to outputs by physical

artifacts.


Discuss that at this level, the inputs include user provided energy or material; such as

turning a dial on a radio, or stepping on a scale to weigh oneself.

Two. As in the functional decomposition approach, the idea is to turn this black box

into a transparent box by decomposition starting from each of the inputs. Following

each of the initial inputs describe a sequence of physical activities of what it must be

done to create the outputs desired. This is the idea of function “flow.”

Three. Present and discuss the concepts of “dominant” and “auxiliary” flows.

Four. Review and discuss the concept of “working principle” in the context of this

lecture. Physical design is not just about energy, materials, and information, but the

physical effects of parts, materials, microprocessors/IT, structure, and system effects.

Five. Present and discuss the concepts of objectives, constraints and guidelines.

Objectives alone do not complete the job of an engineer, e.g. in Lecture 3, engineering

is about using the least amount of resources.

Six. Obviously, not all the inputs are used with full effectiveness. Examples are heat,

vibrations, and noise. A challenge to all engineers.

Present examples to illustrate these concepts.

energy

material

information

energy

material

information

Product/system: a

physical artifact

that transforms

inputs to intended

outputs

Sub-

function 1 Sub-

function 3

Sub-

function 2

Sub-

function 4

Energy Energy

Material Material

Information Information

[Illustration is from Otto and Wood (2001, 166)]


6.3 A SYSTEMATIC APPROACH TO PHYSICAL DECOMPOSITION

The procedure has 6 steps:

1. Specify the energy, material and information inputs and outputs of the black box.

2. Identify the dominant flow to specify the dominant physical flow.

3. Create the supporting physical flows.

4. Create a physical function structure.

5. Validate the physical functional decomposition.

6. Anticipate architecture by identifying key physical function structures.

6.4 SPECIFY THE ENERGY, MATERIAL AND INFORMATION

INPUTS AND OUTPUTS OF THE BLACK BOX

6.4.1 Objectives

Using the black box from the functional decomposition, specify the inputs and outputs in

terms of energy, material, and information.

Begin by using the black-box from the functional decomposition.

Organize the inputs into energy, material, and information inputs. [Figure 6.6 in Pahl

and Beitz (1999, 152); Figures 5.14 and Figure 12.14 in Otto and Wood (2001, 179);

Figures 4.1 and 4.2 in Dym et al. (2009, 83) are good examples.]

If necessary identify and insert the missing sub-functions in the functional

decomposition to do this.

Maintain a consistent level of abstraction.

Organize the outputs into energy, material, and information inputs.

If necessary identify and insert the missing sub-functions from the functional

decomposition to do this.


6.5 IDENTIFY THE DOMINANT FLOW TO SPECIFY

THE DOMINANT PHYSICAL FLOW

6.5.1 Objectives

Using the now hybrid black box specify the dominant physical flow.

Identify the dominant flow and reorganize the sub-functions from the functional

decomposition to create this dominant flow. See section 4.2 above. Figure 6.7 from

Pahl and Beitz (1999); Appendix A in Otto and Wood (2001) the Mr. Coffee brewer


and Figure A.6 popcorn popper both show the material input as the dominant flow;

and Figure 4.3 in Dym et al (2009, 84)

For the dominant flow translate the sub-functions into physical sub-functions.


6.6 CREATE THE SUPPORTING PHYSICAL FLOWS

Using the now hybrid back box create the supporting physical flows in the context of the

dominant flow from step 5.

Select another input which is not the origin of the dominant flow.

Translate the flow for this input into physical flows. If necessary identify and insert

missing components from the functional decomposition to do so.

Connect to the dominant flow as appropriate.

Maintain consistent level of abstraction.

Repeat for the remaining input.

6.7 DEVELOP PHYSICAL FUNCTION STRUCTURES

Objective: Develop the physical function structures of the product by stepwise

refinement of level of abstraction until reach elemental “atomic” functions. This is the

UNTIL stopping rule for physical decomposition.

Describe the criteria for “atomic” functions.

Using the results from step 6, repeat steps 5 and 6 until the decomposition reaches the

“atomic functions.

6.8 AGGREGATE PHYSICAL SUB-FUNCTIONS INTO

PHYSICAL FUNCTION GROUPS

Present aggregation heuristics.

Aggregation heuristics. Relationships: based on flow of energy, material, or

information; consistent with the preliminary candidate working principles; based on

other logical relationships.

6.9 VALIDATE THE PHYSICAL FUNCTIONAL DECOMPOSITION

Otto and Wood (2001, 176) provide a thorough checklist.


There are many ways to validate the physical decomposition: walkthrough, customer

needs, specifications, and functional decomposition work.

Recall that walkthrough is the approach of verbally stepping through all the paths of

the decomposition to explain how the whole thing works. The descriptions should be

as independent of physical implementation as possible. The walkthrough should have

an audience that is able to raise questions and critique the decomposition.

Customer needs. Check against the original customer needs and the Pugh matrix to

verify that the needs are being addressed.

Specifications. Check against specifications to determine whether the functions

address all the specifications.

Functional decomposition already developed. Check against this decomposition.

6.10 IDENTIFY KEY POTENTIAL FUNCTION STRUCTURES

TO ANTICIPATE ARCHITECTURE

Discuss how potential function sub-structures can be put together in different ways to

potentially organize the functions into an elegantly structured whole.

6.11 DOCUMENTATION

Document key findings and results.

Things to decide:

The products that will be used for the lab. We should consider using the products used in the

product dissection. This will provide some continuity and motivation for the students.


REFERENCES

Dym, C.L., and Little, P., (2009). Engineering Design: A Project Based Introduction, 3rd

Edition. John Wiley & Sons, Hoboken, N.J.

Chapter 4 “Functions and Requirements,” section 4.1 “Identifying Functions” has a

straight forward, albeit highly simplified presentation of this topic.

Kosky, P., Wise, G., Balmer, R., and Keat, W., (2006). Exploring Engineering: An

Introduction for Freshmen to Engineering and to the Design Process, Academic Press,

Burlington, MA.

Otto, K. N., and Wood. K., (2001). Product Design: Techniques in Reverse Engineering

and New Product Development, Prentice Hall, N.J.

Chapter 5 is “Establishing Product Function” covers the ground of this lecture and

other material.

Appendix A presents very useful and clear detailed definitions and a plethora of

examples.

Pahl, G., and W. Betiz, W., (1999). Engineering Design: A Systematic Approach, 2nd

Printing, Springer Verlag, London.

A most authoritative and comprehensive textbook and handbook of engineering

design.

After learning the material of the previous lection, Section 6.3 titled “Establishing

Function Structures” is now much more approachable. Wonderful examples are

illustrated, which will challenge the student.

Ullman, D.G., (2003). The Mechanical Design Process, 3rd

Edition, McGraw-Hill, Boston,

MA.

Chapter 7, Section 7.3 “A Technique for Designing with Function” presents a useful

and actionable set of guidelines for function design. Should become second nature of

every engineer.

This section of the book should be a handout and required reading for this lecture.

A key objective of the lab for this lecture is to develop a strong intuition about these

guidelines.


LECTURE 7

MMOODDEELLIINNGG AANNDD SSIIMMUULLAATTIIOONN

The module is structured in two parts, with fundamental concepts and methods introduced

and reviewed during the lecture, and application and implementation during the lab. The

lecture plan starts by introducing the students to modeling and simulation. Then, an

introduction to state-of-the-art CAD/CAE environments is given in continuation of what they

have already learnt in ME 210. Due to the time limitations, compromises have to be made

with respect to the breadth and depth of the topics that are covered. Emphasis is placed on

successfully completing the various steps of the design process using modeling and

simulation, rather than understanding all the details of the methods and tools used along the

way.

7.1 OBJECTIVES


The role of modeling and simulation in design process.

How to use their knowledge of CAD in estimating structural response.

How to use CAE tools in design validation.

7.2 INTRODUCTION TO MODELING AND SIMULATION

A model is an idealization of part of the real world that aids in the analysis of a problem.

You have employed models in much of your education, and especially in the study of

engineering you have learned to use and construct models such as the free-body diagram,

electric circuit diagram, and the control volume in a thermodynamic system. Figure 7.1

illustrates some of the common types of conceptual models.

Figure 7.1 – Examples of common conceptual models. (a) Free-body diagram; (b) electric circuit

diagram; (c) graphic representation (pump characteristics); (d) crystal lattice. [1]


7.2.1 What is Modeling?

Modeling is the process of producing a model; a model is a representation of the construction

and working of some system of interest. A model is similar to but simpler than the system it

represents. One purpose of a model is to enable the analyst to predict the effect of changes to

the system. On the one hand, a model should be a close approximation to the real system and

incorporate most of its salient features. On the other hand, it should not be so complex that it

is impossible to understand and experiment with it. A good model is a judicious tradeoff

between realism and simplicity. Simulation practitioners recommend increasing the

complexity of a model iteratively. An important issue in modeling is model validity. Model

validation techniques include simulating the model under known input conditions and

comparing model output with system output.

Generally, a model intended for a simulation study is a mathematical model developed with

the help of simulation software. Mathematical model classifications include deterministic

(input and output variables are fixed values) or stochastic (at least one of the input or output

variables is probabilistic); static (time is not taken into account) or dynamic (time-varying

interactions among variables are taken into account).

Note: Mechanical Engineering related examples will be added here having simple

mathematical equations.

7.2.2 What is Simulation?

A simulation of a system is the operation of a model of the system. The model can be

reconfigured and experimented with; usually, this is impossible, too expensive or impractical

to do in the system it represents. The operation of the model can be studied, and hence,

properties concerning the behavior of the actual system or its subsystem can be inferred. In

its broadest sense, simulation is a tool to evaluate the performance of a system, existing or

proposed, under different configurations of interest and over long periods of real time.

Simulation is used before an existing system is altered or a new system built, to reduce the

chances of failure to meet specifications, to eliminate unforeseen bottlenecks, to prevent

under or over-utilization of resources, and to optimize system performance. For instance,

simulation can be used to answer questions like: ……

Note: Mechanical Engineering related examples will be added to demonstrate the questions.

7.2.3 CAD/CAE

Many mechanical engineering companies, especially those in industrialized nations, have

begun to incorporate computer-aided engineering (CAE) programs into their existing design

and analysis processes, including 2D and 3D computer-aided design (CAD). This method

has many benefits, including easier and more exhaustive visualization of products, the ability

to create virtual assemblies of parts, and the ease of use in designing mating interfaces and

tolerances. Other CAE programs commonly used by mechanical engineers include product

lifecycle management (PLM) tools and analysis tools used to perform complex simulations.

Analysis tools may be used to predict product response to expected loads, including fatigue

life and manufacturability. These tools include finite element analysis (FEA), computational

fluid dynamics (CFD), and computer-aided manufacturing (CAM).


Computer-Aided Design (CAD) is the use of computer technology to aid in the design and

especially the drafting (technical drawing and engineering drawing) of a part or product,

including entire buildings. It is both a visual (or drawing) and symbol-based method of

communication whose conventions are particular to a specific technical field. Drafting can

be done in two dimensions (“2D”) and three dimensions (“3D”). Drafting is the integral

communication of technical or engineering drawings and is the industrial arts sub-discipline

that underlies all involved technical endeavors. In representing complex, three-dimensional

objects in two-dimensional drawings, these objects have traditionally been represented by

three projected views at right angles.

CAD is mainly used for detailed engineering of 3D models and/or 2D drawings of physical

components, but it is also used throughout the engineering process from conceptual design

and layout of products, through strength and dynamic analysis of assemblies to definition of

manufacturing methods of components.

Computer-Aided Engineering (often referred to as CAE) is the use of information

technology for supporting engineers in tasks such as analysis, simulation, design,

manufacture, planning, diagnosis and repair. Software tools that have been developed for

providing support to these activities are considered CAE tools. CAE tools are being used, for

example, to analyze the robustness and performance of components and assemblies. It

encompasses simulation, validation and optimization of products and manufacturing tools. In

the future, CAE systems will be major providers of information to help support design teams

in decision making. CAE areas covered include:

Stress analysis on components and assemblies using FEA (Finite Element Analysis).

Thermal and fluid flow analysis [Computational fluid dynamics] (CFD).

Kinematics.

Mechanical event simulation (MES).

Analysis tools for process simulation for operations such as casting, molding, and die

press forming.

Optimization of the product or process.

In general, there are three phases in any computer-aided engineering task:

Pre-processing – defining the model and environmental factors to be applied to it.

Analysis solver (usually performed on high powered computers).

Post-processing of results (using visualization tools).

This cycle is iterated, often many times, either manually or with the use of commercial

optimization software.

7.3 REVIEW OF TOPICS COVERED IN ME 210

The following topics have been covered in ME 210 using SolidWorks and students have

completed all modules given in the Lab Manual [2]:

Introduction to computer-aided drawing software SolidWorks.

Basic SolidWorks data entry.

CAD construction techniques.


Introduction to dimensioning with CAD.

Detail drawing with the addition of machine and surface texture symbols.

Assembly drawing with suitable fits and a parts list.

Screw threads, fasteners and springs.

Common weld symbols used in drawings.

Gears, gear drives, and rolling bearings.

Pipes/structural drawing.

7.4 BASIC ESTIMATION OF STRUCTURAL RESPONSE

Deformation is the changes in the size and/or shape of a body under external loading.

Various types of deformation are shown in Figure 7.2, where the components of the load are

given the following physically meaningful names:

P :: The force component that is perpendicular to the cross section, tending to elongate

or shorten the bar, is called the normal force.

V :: The force component lying in the plane of the cross section, tending to shear

(slide) one segment of the bar relative to the other segment, is called the shear

force.

T :: The component of the resultant couple that tends to twist (rotate) the bar is called

the twisting moment or torque.

M :: The component of the resultant couple that tends to bend the bar is called the

bending moment.

Figure 7.2 – Deformations produced by the components of internal forces and couples [3].

Uniaxial normal stress as shown in Figure 7.3 is expressed by:

P

A

where P is the force [N] acting on an area A [m2]. The area can be the undeformed area or

the deformed area, depending on whether engineering stress or true stress is used.

http://en.wikipedia.org/wiki/Engineering_stress#Stress_in_one-dimensional_bodies


Figure 7.3 – A material being loaded in (a) compression, and (b) tension.

Compressive stress (or compression) is the stress state caused by an applied load that

acts to reduce the length of the material (compression member) in the axis of the

applied load, in other words the stress state caused by squeezing the material. A

simple case of compression is the uniaxial compression induced by the action of

opposite, pushing forces. Compressive strength for materials is generally higher than

that of tensile stress. However, structures loaded in compression are subject to

additional failure modes dependent on geometry, such as Euler buckling.

Tensile stress is the stress state caused by an applied load that tends to elongate the

material in the axis of the applied load, in other words the stress caused by pulling the

material. The strength of structures of equal cross sectional area loaded in tension is

independent of cross section geometry. Materials loaded in tension are susceptible to

stress concentrations such as material defects or abrupt changes in geometry.

However, materials exhibiting ductile behavior(metals for example) can tolerate some

defects while brittle materials (such as ceramics) can fail well below their ultimate

stress.

Shear stress is the stress state caused by an opposing forces acting along parallel lines of

action through the material, in other words the stress caused by sliding faces of the material

relative to one another. An example is cutting paper with scissors. Three examples of shear

stress are illustrated in Figure 7.4.

Figure 7.4 – Examples of direct shear: (a) single shear in a rivet; (b) double shear

in a bolt; and (c) shear in a metal sheet produced by a punch [3].

http://en.wikipedia.org/wiki/Compressive_stress

http://en.wikipedia.org/wiki/Physical_compression

http://en.wikipedia.org/wiki/Compression_member

http://en.wikipedia.org/wiki/Buckling

http://en.wikipedia.org/wiki/Tensile_stress

http://en.wikipedia.org/wiki/Shear_stress

http://en.wikipedia.org/wiki/Scissor


The distribution of direct shear stress is usually complex and not easily determined. It is

common practice to assume that the shear force V is uniformly distributed over the shear area

A, so that the shear stress can be computed from:

V

A

Shear stress due to torsion: Figure 7.5 shows twisting of a bar due to torque (T). The angle

of twist, in radians, for a solid round bar is:

T l

G J

where:

T = torque

l = length

G = modulus of rigidity

J = polar second moment of area

Figure 7.5 – A bar in torsion [4].

For a solid round bar, the shear stress is zero at the center and maximum at the surface. The

distribution is proportional to the radius and is:

T

J

Designating r as the radius to the outer surface, we have:

max

T r

J

Bending Stress: When a member is being loaded similar to that in figure one bending stress

(or flexure stress) will result as shown in Figure 7.6. Bending stress is a more specific type of

normal stress. When a beam experiences load like that shown in figure one the top fibers of

the beam undergo a normal compressive stress. The stress at the horizontal plane of the

http://en.wikipedia.org/wiki/Shear_stress


neutral is zero. The bottom fibers of the beam undergo a normal tensile stress. It can be

concluded therefore that the value of the bending stress will vary linearly with distance from

the neutral axis.

Figure 7.6 – A beam in bending due to distributed load.

The bending stress can be estimated using flexure formula:

M y

I

where:

M = bending moment

y = vertical distance away from the neutral axis

I = moment of inertia around the neutral axis

Calculating the maximum bending stress is crucial for determining the adequacy of beams,

rafters, joists, etc.

max

Mc M M

I I c z

where c is the distance from the neutral axis to the outermost point of the cross-section and z

is known as the section modulus of the beam.

In ME 210 Lab Module 3 on Extruded Features, students have learned how to get various

geometric parameters from solid model, such as area, volume, center of mass, second

moment of area (I) and polar second moment of area (J).

7.5 DESIGN VALIDATION THROUGH CAE (ASSEMBLY

AND MECHANISM SIMULATION)

Design Validation. With SolidWorks Simulation, you can test your designs in real-world

conditions on screen minimizing cost and time spent in physical samples.

7.5.1 Assembly Simulation

Using SolidWorks, study the interactions of assembly components on-

screen, before incurring the costs of physical prototypes. Simulate static

or dynamic loads to evaluate your design’s performance under stress,

strain, and displacement.


Developing high-performance electro-mechanical products is a very challenging task. In

order to improve efficiency and reduce the product weight and volume, designers need to

pack a large number of components in a very small space. At the same time, in order to make

products easier to assemble and service, designers need to leave enough room for performing

assembly and disassembly operations. These requirements are quite often in conflict and

make design of electro-mechanical products a highly iterative process. In the absence of high

fidelity simulation tools, most product development teams are forced to include physical

prototyping in the design loop to verify proper functioning and ease of assembly. Physical

prototyping is a major bottleneck. It slows down the product development process and

seriously constrains the number of design alternatives that can be examined. Furthermore,

after a prototype has been built and tested, a significant amount of time is spent creating

instructions for performing assembly and service.

Rapid technical advances in many different areas of scientific computing provide the

enabling technologies for creating a comprehensive simulation and visualization environment

for assembly design and planning. It is believed that developing and maintaining a single

monolithic system for assembly simulations will not be practical. Instead, an environment is

built in which simple simulation tools can be composed into complex simulations. High

fidelity assembly simulation and visualization tools are now available with CAD/CAR

software that can detect assembly related problems without going through physical mock-ups.

In addition, these tools can be used to create easy-to-visualize instructions for performing

assembly and service operations.

In many Intelligent Assembly Modeling and Simulation environment, the designer creates an

assembly design using a commercial CAD package. After adding information about

articulation and assembly features, the designer stores the design in the assembly format. The

designer then selects a number of simulation tools and composes them into a customized

simulation. In parallel, process engineers create a model of the work cell in which the parts

will be assembled. The designer proposes an initial sequence in which this assembly can be

performed - either interactively or through the use of assembly planning software. He uses

the simulation environment to analyze the assembly, and he makes changes in the assembly

after discovering problems. Currently, the simulation environment includes the facilities for

performing interference detection, tool accessibility analysis, and detailed path planning.

When the designer is satisfied with the design, the process engineer can optimize the

workspace and create a detailed animation of the assembly process. This sequence is

downloaded to the operator's desktop computer, where it can be consulted using a browser.

The operator can start assembling the parts immediately, without the need for extensive

training.

Our software environment consists of four major components: (1) an assembly editor, (2) a

plan editor, (3) an assembly simulator, and (4) an animation generator/viewer. The assembly

editor imports CAD files of individual components from an ACIS-based solid modeling

system and organizes them into an assembly representation. Using feature recognition

techniques, the assembly editor recognizes joints between parts and assembly features on

individual parts. The plan editor allows users to synthesize assembly plans interactively. The

assembly sequence and tooling information (i.e., macro plans) entered by the user are

automatically converted into low level tool and part motions (i.e., micro plans). Using the

assembly simulator, the user selects and controls various simulations (such as interference


and tool accessibility). The animation viewer allows the assembly operators to view the

modeled assembly process interactively. The users can randomly access any particular

operation in the assembly sequence and interactively change their 3D viewpoint.

Practically, these components can be used in the following manner. A designer creates an

assembly design using a commercial CAD package. The design is imported into our

environment using the assembly editor. The designer than uses the plan editor to enter a

specific assembly sequence. The designer selects a number of simulation agents in the

simulation controller and composes them into a customized simulation. Based on the

feedback from the simulations he may have to change the assembly design. After several

design iterations, he is satisfied with the design and hands it over to the process engineer. In

parallel, using the workspace editor, the process engineer has created a model of the work-

cell in which this assembly will be performed. After incorporating the assembly in the

workspace, the process engineer performs a detailed simulation to check for any problems in

the final assembly plan. He then generates an animation of the assembly process that is

downloaded to the operator's desktop computer where it can be viewed by the operator using

the animation viewer. The operator can start assembling the parts immediately, without the

need for extensive training or tedious creation of documentation.

Some of the features of these tools are:

Articulated Tools and Products: Most electro-mechanical products have articulated

devices. However, most assembly planning systems do not properly handle articulated

products and tools. Our assembly simulator will be able to handle products and tools

with built-in articulation. This is important for a large variety of designs, for which

the articulated components need to be moved to perform the assembly operations.

Automatic Plan Completion: When designing a complex electro-mechanical product,

the designer usually already has a coarse assembly sequence in mind. However, to

perform a high fidelity simulation, it is important to specify an assembly plan in full

detail. Our framework provides plan completion features that automatically fill in the

details of high-level assembly operations specified by the design and process

engineers.

Assembly Process Modeling: Most research efforts have focused on the geometric

aspects of the assembly (i.e., finding a sequence of assembly operation without part-

part interference). We believe that assembly tools and the workspace play a very

significant role. Many of the problems related to assembly cannot be recognized

without taking process models into account. We, therefore, model the workspace.

This allows the process engineers to evaluate various types of environments in which

the assemblies can be performed.

Assembly modeling and simulation infrastructure can allow the creation of much more

complex products in a much shorter time. Specifically, the following three main advantages:

1. Reduction in Physical Prototyping: By reducing the need for physical prototyping,

we will be able to complete each design iteration much faster and significantly reduce

the cost of prototyping.


2. Agile Work Force: Ability to provide easy-to-follow instructions eliminates the need

for work-force training in specialized activities. Instead, we can have an agile work

force that can be deployed to handle a wide variety of tasks.

3. Better Assembly Analysis/Planning Software: Simulation environment can be

combined with a number of assembly analysis/planning tools to create much better

software. In particular, we see the following three potential applications of this

research: (1) automated assembly planners, (2) optimum design for assembly

workspaces, and (3) automated assembly redesign to improve manufacturability.

7.5.2 Mechanism Simulation

Apply a wide variety of physics-based models to simulate real-world

operating conditions for your design. Check for colliding parts. Output

numerical and graphic data of the results, as well as animations of your

tests.

Motion simulation – also known as rigid body dynamics – offers a simulation approach to

solving those issues. Its use is growing fast, and as it does, design engineers want to know

more about it, asking: What it is? What problems can it solve? How can it benefit the

product design process? Motion simulation for mechanism analysis and synthesis. Suppose

an engineer is designing an elliptic trammel meant for tracing different ellipses. When he has

defined mates in the CAD assembly, he can animate the model to review how the

components of the mechanism move (Figure 7.7). Although assembly animation can show

the relative motion of assembly components, the speed of motion is irrelevant and timing is

arbitrary. To find velocities, accelerations, joint reactions, power requirements, etc., the

designer needs a more powerful tool. This is where motion simulation comes in.

Figure 7.7 – Various positions of elliptic trammel simulated using CAD animator.

Motion simulation provides complete, quantitative information about the kinematics—

including position, velocity, and acceleration, and the dynamics—including joint reactions,

inertial forces, and power requirements, of all the components of a moving mechanism.

Often of great additional importance, the results of motion simulation can be obtained

virtually at no additional time expense, because everything needed to perform motion

simulation has been defined in the CAD assembly model already, and just needs to be

transferred to the motion simulation program. In the case of the elliptic trammel described

above, the designer needs only to decide the speed of the motor, the points to be traced, and

the motion results he wishes to see. The program does everything else automatically, without

the user’s intervention. The motion simulation program uses material properties from the

CAD parts to define inertial properties of mechanism components, and translates CAD

assembly mating conditions into kinematics joints. It then automatically formulates

equations that describe the mechanism motion.


Unlike flexible structures studied with FEA, mechanisms are represented as assemblies of

rigid components and have few degrees of freedom. A numerical solver solves the equations

of motion very quickly, and results include full information about displacements, velocities,

accelerations, joint reactions, and inertial loads of all the mechanism components, as well as

the power necessary to sustain the motion (Figure 7.8).

Figure 7.8 – Linear velocity and motor power requirement calculated by motion simulator.

A simulation of the motion of the inverted slider mechanism shown in Figure 7.3 presents an

exercise commonly found in textbooks on the kinematics of machines. Here, the objective is

to find the angular speed and the acceleration of the rocking arm, while the crank rotates at a

constant speed. Several analytical methods can solve the problem, and the complex numbers

method is perhaps the most frequently used by students. However, solving such a problem

“by hand” requires intensive calculations, and even with the help of computerized

spreadsheets, it may take a few hours to construct velocity and acceleration plots. Then, if

the geometry of the slider changes, the whole thing has to be repeated—making this an

interesting assignment for undergraduate students but completely impractical in real life

product development. Motion simulation software makes it possible to simulate the motion

of the inverted slider practically instantly, using data already present in the CAD assembly

model.

Using motion simulation along with FEA: To understand how motion simulation and FEA

work together in mechanism simulation, it helps to understand the fundamental assumptions

on which each tool is based. FEA is a numerical technique for structural analysis that has

come to be the dominant CAE approach for studying structures. It can analyze the behavior

of any firmly supported elastic object, such as the bracket shown in Figure 7.9. By elastic we

mean the object is deformable. With the application of a static load, the bracket acquires a

new, deformed shape, and then remains motionless. The application of a dynamic load

causes the bracket to vibrate about the position of equilibrium. FEA can study displacements,

strains, stresses, and vibration of the bracket under static or dynamic load.

Figure 7.9 – A firmly supported bracket can’t move without deformation.


In contrast, a partially supported object, such as the flywheel hinged on the bracket (Figure

7.10) can rotate without having to deform. The flywheel can move as a rigid body, which

classifies the device as a mechanism rather than as a structure. T o study the motion of the

flywheel, we use motion simulation. Strains and stresses cannot be calculated when treating

the flywheel as a rigid body.

Figure 7.10 – Flywheel motion.

Integrated CAD, motion simulation, and FEA: Both motion simulation and FEA use a

CAD assembly model as a prerequisite for analysis. A common, integrated environment for

all three tools facilitates the data exchange among CAD, motion simulation, and FEA.

Integration avoids cumbersome data transfer via neutral file formats, typical to standalone

applications. In addition, the use of motion simulation integrated with CAD, and not

interfaced with it, greatly reduces the effort required to set up motion simulation models. As

discussed above, material properties and CAD assembly mates can be “re-used” when

creating a motion simulation model. Motion trajectories, which are results of motion

simulation, can be turned back into CAD geometry. This, however, is only possible in an

integrated software environment. Additionally, both motion simulation and FEA use a CAD

assembly model as a prerequisite for analysis.

The SolidWorks CAD program together with

SolidWorks Simulation (FEA) and SolidWorks Motion

(motion simulation) as add-ins represents the state of

the art in integrated simulation tools. The addition of

SolidWorks Motion enables a complete simulation of

new products, and helps to reduce the number of

physical prototypes needed in product development

(Figure 7.11).

Figure 7.11 – The design process benefits from using motion

simulation along with CAD and FEA.


7.6 LECTURE REVIEW WITH APPLICATIONS IN OTHER COURSES

Discuss the applications of CAD/CAE/CAM in advanced courses using various modules of

SolidWorks. Such as:

ME 206 Manufacturing Processes I SW sheet metal forming module

ME 307 Machine Design I SW Simulation

ME 308 Machine Design II

ME 309 Mechanics of Machines SW Motion Simulation

ME 311 Fluid Mechanics COSMOSFloWorks

ME 315 Heat Transfer COSMOSFloWorks

ME 411 Senior Design Project I SW Simulation and other modules depending

upon the project requirement ME 412 Senior Design Project II

REFERENCES

1. George E. Dieter, Engineering Design: A Materials and Processing Approach, 3rd

Edition, McGraw-Hill, 2000.

2. M. Younas, and J. Brien, ME210 Lab Manual, KFUPM.

3. Pytel, and Kiusalaas, Mechanics of Materials, Thomson Learning, 2003.

4. J. E. Shigley, C. R. Mischke, and R.G. Budynas, Mechanical Engineering Design,

7th Edition, McGraw Hill, 2004.

5. SolidWorks White Paper on “Understanding Motion Analysis.”

LAB 6 (3 Hours)

1. Tutorial on Assembly Simulation …….. 1 hour

2. Tutorial on Mechanism Simulation …… 1 hour

3. Module Assessment …………………… 15 minutes

4. Discussion ……………………………... 45 minutes

ME210

ME2xx

ME206 ME307 ME308

ME311 ME315

ME309


LECTURE 8

MMAANNUUFFAACCTTUURRIINNGG PPRROOCCEESSSS PPLLAANNNNIINNGG

8.1 OBJECTIVES


Part drawing analysis and how to extract technical information needed for the routing

sheet.

Identify operations, machine tools, and tools required for the operations.

Preparing routing sheets for parts.

Preparing operations sheets.

Material selection for the part.

This section covers the essential steps of process planning to manufacture an individual part

or component in a job shop environment, or setup. Most engineering products are made from

several parts that are joined in subassemblies and final assembly. All these parts are to be

manufactured individually use the approach detailed in this section. These steps of

manufacturing process planning include:

1. Analysis of the part design drawing(s) to identify the following:

a) Material from which the part is to be made, material properties.

b) Tolerances specified for each part dimension.

c) Surface finish specified for various part surfaces.

d) Number of pieces to be produced.

e) The manufacturing process and operations needed to produce the part.

f) Machine tool(s) [machine(s)] associated with each operation.

g) Tooling associated with each process.

h) The sequence of the operations through the job shop.

2. Preparation of a routing sheet that specify the job sequence in the job shop.

A brief discussion of the process planning steps is detailed below.

8.2 THE DETAILED DESIGN DRAWING OF THE PART

A detailed design drawing shows all the information necessary for fabricating, i.e.

manufacturing, a part. The details include dimensions, tolerances, surface finish

requirements, the material from which the part is to be made. The drawing can specify heat

treatment and finishes and coating required.

Some part drawings are made of two integral parts that can not be separated because they

have been joined permanently by such processes like welding, adhesive bonding, or

mechanical fastening by riveting, seaming, or seaming.


8.3 SELECTION OF THE BLANK SIZE OF THE PART

The raw martial type used for the part is usually indicated in the drawing. Engineering raw

materials can be bought in the form of flat sheets, solid or hollow round bars or rods, flat

bars, angle, channel, or box shaped cross- sections, etc. Appendix 8-1 shows an example of a

web site with different forms of sheet steel. Appendix 8-2 includes an example of a web site

with plastic sheet standard sizes and prices. An example of web site for flat steel bar

dimensions is given in Appendix A-3.

During selecting the right amount of the blank or raw material required for the part it is

important to pay attention to the following points:

If the material is to be cast, calculate the approximate volume of the mold civilities

and add to that an allowance for the gating system, runners, risers, etc. Then calculate

the weight of the material needed using its density.

If the part is to be made from a bar (solid or hollow), cut the blank from the material

that has the same type of cross section (i.e. round bar for round part; square for a

square, rectangular for rectangular). Remember the blank dimensions are slightly

larger than the finished dimensions of the part. The excess material is need as a

machining allowance or to compensate for the cutting blades.

You may be forced to choose a round rod to cut a blank of rectangular or square-

cross-section from; with the intention to machine out the excess material. This

happens when you excess stock of round bars or are not able to get the size of the

rectangular bar.

Example 8-1: Selecting a Blank for a Stepped Shaft:

Problem:

Find the right commercial size from which the part shown below can be manufactured.

Figure 8.1 – Dimensions of a shaft to be machined from a round

AISI 1045 steel bar (all dimensions are in mm)


Solution:

It can be observed that the largest diameter of the bar is 75 –mm. Since the drawing does not

require machining finish of the 75-mm diameter size, we select AISI 1045 cold rolled steel

bar. Hot rolled bar will not selected because it will have good surface finish, it has scale on

the surface. You can search in the internet to find the nearest size. Appendix-4 shows that

JFE Steel Corp has the right size of 75-mm diameter.

Note:

1. If machining is required we select the nearest larger diameter. This will be the 77.5

mm diameter bar, from which 2.5 mm will removed from the diameter.

2. If you decide to buy or use the bars fro II-Steel Company in Appendix-5, we will need

machining to reduce the bar from 3 in (76.2 mm) or form 3 1/8 in (79.38 mm).

Exercise 1

Use GoogleTM

to find standard sizes for the following:

Plastic sheet, both metric and inch-sizes.

Galvanized steel sheets.

Steel pipes and tubes.

Evaluation based on: Success in extracting right information.

8.4 SELECTING THE MANUFACTURING PROCESSES

Selection of manufacturing operations requires your knowledge of shapes or features

incorporated in the part and their corresponding methods of manufacturing [see Table 8.1

(Table 1.2 from Kalpakjian and Schmid)]. The most important process selection criterion is

the process capability with respect to tolerance and surface finishes specified on the drawing.

Industrial standards tabulate these values in handbooks.

8.5 THE ROUTING SHEET

The routing sheet documents the process plan. The routing sheet includes an operation list

and a tooling list. The header contains basic part information including part name, part

number, drawing number, quantity, material, planner, revision number, date, etc. Table 8.2

shows a typical routing sheet example.


Table 8.1 – Shapes and Some Common Methods of Production [1].


Example 8.2

Problem:

Prepare a routing sheet for machining the part in figure 1 above that is to be cut from a 75-

mm diameter cold rolled AISI steel bar. Use Table 1. Demonstrate the operations based on

the prepared routing sheet. Prepare an operation sheet during executing the work.

Table 8.2 – An Example of a Routing Sheet.

Part Name: Part No.: Drg. No.:

Quantity: Materials: Date:

Operation

No.

Description Equipment or

Machine

Tooling

100 Cut off 215 mm length Band saw Saw blade

200 Debur ends Manual File

300 Face one end Lathe Facing tool

400 Turn 40 mm diameter length from one end Lathe Turning tool

500 Turn 40 mm diameter length from the other end Lathe Turning tool

Solution:

We have to first cut a 215 mm long piece has to be cut using a hacksaw or similar equipment

before performing the machining operations on the lathe. The part is then mounted on a

three-jaw chuck from one end for facing the other end. This is followed by facing the other

end. Turning of the part to achieve the 45 mm diameter and 40 mm diameter sizes. The

processes require saw blade, end facing tool, and turning tools. Only few operations will be

included in Table 1.

8.6 THE OPERATIONS SHEET

The operation sheet lists in sequence, the operations listed in the routing sheet. The sheet

also includes, machine tool, tool, process parameters (e.g. speed, feed, depth of cut, etc.)

used, and remarks column. It is a record of all operations and has information that

determines the machining time and number of tools used for the purpose of costing the part.

The elements of the operation sheet vary according to the operation. Machining operations

use Table 8.3. Operation sheets are more useful for computer numerical control (CNC)

applications.

Table 8.3 – Operation Sheet.

Part Name: Part No.:

No. Name of

Operation

Machine

Tool

Cutting

Tool

Cutting

Speed Feed

Depth of

Cut Remarks

10 Cut bar Hack saw Saw blade – – –

20 Face end of bar Engine lathe RH facing tool Selected from table Selected Selected


Exercise 8.2 The part shown in Figure 8.2 has to be machined from a steel flat bar made by BSI Steel Company.

Prepare a routing sheet for the part. Use your routing sheet to produce the part and prepare an

operation sheet.

Figure 8.2 – Dimensions of a part to be made from BSI steel flat bar

(all dimensions are in mm).

Evaluation based on: routing and operations sheets and quality of product.

Exercise 8.3

The part shown in Figure 8.3 has to be formed from a 3-mm thick galvanized steel sheet. Prepare a

routing sheet for the part. Use your routing sheet to produce the part and prepare an operation sheet.

Figure 8.3 – Dimensions of a part to be made from galvanized sheet steel (All dimensions are in mm)

Evaluation based on: routing and operations sheets and quality of product.


APPENDIX 8-1

EExxaammppllee ooff FFoorrmmss iinn WWhhiicchh MMeettaall SShheeeettss aarree PPrroodduucceedd

http://process-equipment.globalspec.com/industrial-directory/sheet_metal_gage_dimension

From Global Spec: The Engineering Search Engine (May 29, 2009)

Metal Sheet – Metal sheet is metal or alloy stock supplied or available in the form of sheet

or foil. Metal sheet has a thickness between 0.006” and 0.250”, and is 24” (609.6 mm) or

more in width.

Overall thickness Gauge thickness Overall width/OD

Less than 0.011 inch 0.0005 to 0.0005 gauge Less than 0.35 inch

0.011 to 0.022 inch 0.001 to 0.001 gauge 0.35 to 10 inch

0.022 to 0.12 inch 0.0025 to 0.0025 gauge 10 to 50 inch

0.12 to 0.34 inch 0.005 to 0.005 gauge 50 to 68 inch

0.34 inch and up 0.062 to 0.062 gauge 68 inch and up

Metal sheet is metal or alloy stock supplied or available in the form of sheet or foil. Metal

sheet has a thickness between 0.006” and 0.250”, and is 24” (609.6 mm) or more in width.

Typically, metal sheet is formed to precise thickness and/or width requirements. Hardness

and surface finish properties may be controlled by the rolling process, usually through cross

rolling. Dimensional specifications to consider when specifying metal sheet include overall

thickness, gauge thickness, overall width or outer diameter (OD), and overall length. Some

metal sheet is cast, wrought, extruded, compacted, cold finished, drawn, hot rolled, or treated

in an electric arc furnace. Other products are characterized as amorphous, textured,

austenitic, coated, coiled, cold-worked, ferritic, galvanized, or wear resistant.

Ferrous metal sheet is based on iron. Carbon steel sheet contains ferrous alloys based on

iron, carbon and small levels of other alloying elements such as manganese or aluminum.

Alloy steel sheet contains ferrous alloys based on iron, carbon and high to low levels of

alloying elements such as chromium, molybdenum, vanadium and nickel. Stainless steel

sheet is highly corrosion resistant and made of ferrous alloys that contain chromium and/or

nickel additions. There are three basic types of stainless steels: austenitic stainless steels,

ferritic and martensitic stainless steels, and specialty stainless steels and iron superalloys.

Metal sheet made from tool steel contain wear resistant, ferrous alloys based on iron and

carbon. They have high levels of alloying (hardenability and property modifying) elements

such as chromium, molybdenum, tungsten and vanadium.

http://process-equipment.globalspec.com/industrial-directory/sheet_metal_gage_dimension


APPENDIX 8-2

EExxaammppllee ooff PPllaassttiicc SShheeeett SSttaannddaarrdd SSiizzeess aanndd PPrriicceess

http://www.pep-plastic.com/49b.htm

(May 29, 2009)

P.E.P

Plastic Engineered Products

1-800-407-3726

High Density Polyethylene CPVC Sheet

Thickness

(inches) Size Part #

Price ($)

Thickness (inches)

Lbs. per

Sheet Part #

Price per

Sheet ($)

1/16 48 × 96 19730A 18.48 1/8 30 197401 307.00

1/8 48 × 96 197301 34.19 3/16 45 197402 456.00

1/4 48 × 96 197303 61.49 1/4 60 197403 551.00

1/2 48 × 96 197305 123.00 3/8 90 197404 822.00

3/4 48 × 96 197307 182.28 1/2 120 197405 1,102.00

5/8 150 197406 1,377.00

3/4 180 197407 1,651.00

1 240 197408 2,203.00

1.1/4 300 197409 2.890.00

1.1/2 360 197415 3,468.00

1.3/4 420 197417 4,046.00

http://www.pep-plastic.com/49b.htm


APPENDIX 8-3

EExxaammppllee ooff FFllaatt BBaarr DDiimmeennssiioonnss

http://www.rugui-steelprofiles.com/en/flat-steel-bars-dimensions.php

(May 29, 2009)

http://www.bsisteel.com/uploads/layout/products/pdf/ef502071b347037010ed5c6a888744e0.

pdf

(May 29, 2009)

http://www.rugui-steelprofiles.com/en/flat-steel-bars-dimensions.php

http://www.bsisteel.com/uploads/layout/products/pdf/ef502071b347037010ed5c6a888744e0.pdf

http://www.bsisteel.com/uploads/layout/products/pdf/ef502071b347037010ed5c6a888744e0.pdf


cont … Appendix 8-3


APPENDIX 8-4

JJFFEE SStteeeell CCoorrppoorraattiioonn RRoouunndd BBaarr DDiiaammeetteerrss aanndd LLeennggtthhss

http://www.jfe-steel.co.jp/en/products/wirerods/standerd_demensions/index.html

Round bars Square bars

Length : 3.5~7.0M 3.0~12.5M --

16 36.6 62 95 220 250

17 37 63 100 230 300

18 38 65 105 240 350

19 40 65.5 110 250 400

20 41 67.5 115 260 450

21 42 68 120 270 500

22 43 68.5 125 280 550

23 44 70 130 290 600

24 45 73 135 300 650

25 46 75 140 310 700

26 47 77.5 145 320 750

27 48 78 150 330 .

27.1 50 80 155 340 .

28 51 85 160 350 .

29 52 90 165 360 .

30 53 . 170 370 .

31 54 . 175 380 .

32 55 . 180 390 .

33 56 . 190 400 .

34 58 . 200 410 .

36 60 . 210 420 .

* Midway sized products with a diameter in the range of 90 - 210 mm can be prepared by peeling. * Bars with a diameter of up to 90 mm can be prepared if so desired, with a pitch of 0.1 mm. * For the length also, we are ready to discuss if so desired.

http://www.jfe-steel.co.jp/en/products/wirerods/standerd_demensions/index.html


APPENDIX 8-5

SSppeecciiaall QQuuaalliittyy SSuuiittaabbllee ffoorr HHaammmmeerr FFoorrggiinnggss

http://www.iss-steel.com/rounds.htm

C1018 ASTM-A-36 C1045

Special Quality

Suitable for Hammer Forgings

Special Quality Steel is a higher grade than Merchant Bar

quality and commonly used for hammer-forging, heat-treating,

cold drawing or other fabrication processes.

Cold Finished or Hot Rolled

Size In

Inches

Weight,

Pounds Per

Ft.

Weight,

Pounds Per

20' Bar

Stock

Lengths, Ft.

C1015 - 1045 3 24.03 480.60 20

3 1/8 26.08 521.60 20

3 1/4 28.21 564.20 20

3 3/8 30.42 608.40 20

3 1/2 32.71 654.20 20

3 5/8 35.09 701.80 20

3 3/4 37.55 751.00 20

3 7/8 40.10 802.00 20

4 42.73 854.60 20

http://www.iss-steel.com/rounds.htm


LAB (2 50 min + 20 min)

1. Prepare routing sheet for the exercises provided.

2. Prepare operation sheet.

3. Manufacture the parts using their respective operation sheets

REFERENCES

1) Kalpakjian, S., and Schmid, S.R., (2008). Manufacturing Processes for

Engineering Materials, 5th Edition, Prentice Hall.


LECTURE 9

OOVVEERRVVIIEEWW OOFF CCOOMMMMOONN MMAANNUUFFAACCTTUURRIINNGG PPRROOCCEESSSSEESS

(Lecture and Laboratory Activities)

9.1 LECTURE OUTLINES (30 min)

Introduction: Outline laboratory activity.

Define manufacturing.

Brief overview of the common manufacturing processes using.

Conduct laboratory tour guided by the instructor to demonstrate the common

manufacturing processes using an approach of: “Show and demonstrate.”

9.2 LAB ACTIVITES

Explain how to operate machine tool.

Demonstrate some basic operations with closer relevance to the student’s project.

9.3 LECTURE OUTCOMES


Features of common types of manufacturing processes for discrete part production.

Major features of each process and range of application.

Process parameters that affect quality, productivity, and cost.

How to operate simple machines.

9.4 HOMEWORK

Prepare your final module design drawings for their use in preparing routing and operation

sheets required for producing them in Topic 8 and Topic 9.

9.5 OVERVIEW OF MANUFACTURING OF COMMON PROCESSES

9.5.1 Definition of Manufacturing

Manufacturing refers to the processes of converting the raw materials into useful products [1,

2]. The effort of realizing useful product is normally accomplished with a concurrent set of


activities including: product design, selection of raw material, and materials processing (i.e.

manufacturing). Manufacturing is performed by a combination of machinery, tools, power,

and manual labor. They use physical and chemical processes to alter the geometry,

properties, and/or appearance of a given starting material to make parts or products. This

module presents an overview of common discrete part manufacturing processes. A laboratory

tool will follow the lecture presentation to show and demonstrate some of the common

manufacturing processes utilized in this course.

9.5.2 Classification of Manufacturing

There are two main groups of manufacturing processes: discrete parts processes and

continuous processes. The metal working industry, where many single items are produced,

uses discrete parts manufacturing such a car pistons, a beverage cans, a spanner, etc.

Chemical processing, used, for example, in oil refining and cement plants, uses continuous

processing. This course covers discrete parts manufacturing only. In discrete manufacturing

we produce a part that has a desired geometry, size, and finish [3]. Every component has a

shape that is bounded by types of surfaces of various sizes that are arranged relative to each

other. Thus a part is manufactured by producing the surfaces that bound its shape.

Figure 9.1 shows the major types of the conventional manufacturing process and the ones

falling under each. These include bulk deformation, casting, sheet metalworking, polymer

processing, machining, finishing, and assembly. The following sections present brief

description of the ones expected to be used in this course.

Figure 9.1 – Conventional types of manufacturing processes [4].

9.5.3 Bulk Deformation Process

Bulk deformation processes induce shape changes on the bulk raw materials or workpiece by

plastic deformation under forces applied by various tools and dies. Raw materials include

billets, blooms, and slabs. Some of the more common processes are:


Extrusion: The process of extrusion consists of forcing a workpiece (generally a round

billet) through a die opening while it is supported in a container. As the workpiece is in

compression, heavy deformations are possible, and the result is a wide range of extruded

sections. Due to the nature of the process, downstream finishing operations are not required.

Because of this large variety and commercial viability, extrusion is one of the most widely

used bulk deformation processes, especially in the building construction sector. Figure 9.2

shows the four categories of extrusion.

Figure 9.2 – Types of extrusion processes [5].

Forging: In Forging, material is plastically compressed between two halves of a die set. In

closed die forging, the material is compressed on all sides (Figure 9.3). While in open die

forging, the side flow of material is not restricted, such as hammering a workpiece between a

hammer and anvil by a blacksmith.

Figure 9.3 – Impression die forging [5].

Rolling: In rolling, two or more cylindrical or shaped rollers physically compress material,

forming sheets, bars, or rods. It is used to produce billets, blooms, and slabs from ingots as

shown in Figure 9.4. The process also produces seamless tubes, structural shapes, etc.


Figure 9.4 – Various product of rolling process [5].

Wire Drawing: In this process, bar stock is pulled through a set of successively narrowing

dies, forming a long strand of wire that is usually wound on a spool as a continuous process.

The process is illustrated in Figure 9.5. Flat strip can also be drawn to a thinner section using

wedge shaped dies.

Figure 9.5 – Wire drawing process [5].

9.5.4 Sheet Metalworking

Sheet metalworking operations produce a wide variety of consumer and industrial products.

Typical products include beverage cans, kitchen utensil, metal desks, car body parts, etc. The

raw material for sheet metalworking is sheet steels with thickness 6-mm or less. The sheets

are bought in various standard dimensions. They are either cold or hot rolled, black or

galvanized.

Common sheet metalworking processes include shearing, blanking, punching, bending,

drawing, and embossing.

Shearing: Shearing process cuts sheet metal into pieces using a punch and a die. It is used to

cut blanks of sheets for subsequent operations.


Blanking: In blanking, a smaller piece of sheet is sheared from a bigger sheet for using it as a

raw material for another part.

Punching: Punching is used for making slots, notches, holes, and extruded holes in a blank,

using a punch and die. Figure 9.6 illustrates blanking, punching and shearing

operations.

Figure 9.6 – Examples of (a) blanking, and punching and (b) shearing operations on sheet metal [5].

Bending: Bending changes the profile the sheet by applying a bending moment around a

straight line using a set of punch and die. Figure 9.7 illustrates sheet bending

using V-and dies.

Figure 9.7 – Sheet metal die bending operations.

Sheet Metal Drawing: As shown in Figure 9.8, a punch plastically deform a sheet in a die to

form cupped-, boxed-, or hollow-shaped parts.


Figure 9.8 – Illustration of deep drawing [5].

9.5.5 Machining Processes

Machining involves selective removal of material from a workpiece to end up with bounded

surfaces defining the shape and size of the part. Machining produces chips as waste and uses

very high amount of energy compared with forming processes. It is often used as a finishing

operation to improve tolerances and surface finish of the part. Machining processes produce

flat, cylindrical, and curved surfaces on the part. Some of the most common machining

processes are listed in Figures 9.9 and 9.10.

9.5.6 Finishing Operations

These processes include cleaning, surface treatment, and coating and thin film deposition

processes. Surface treatments include shot peening and sand blasting for mechanical working

of the part.

9.6 DEMONSTRATIONS AND EXERCISES IN THE LAB

It is envisioned that your project will employ a small group of processes such as:

Cutting or machining processes.

Forming processes.

Joining processes.

Finishing operations.


Figure 9.9 – Machining processes that produce cylindrical surfaces [3].


Figure 9.10 – Machining processes that produce flat surfaces [3].


Table 9.1 – Shapes and Some Common Methods of Production [5].


9.6.1 Demonstrating Machining Operations in the Lab

The basic machining processes of turning, facing, and drilling will be demonstrated by the

instructor and/or a helping technician through manufacturing the mild steel part shown in

Figure 9.11 below.

Figure 9.11 – Machining processes of turning, facing, and drilling.

The production processes include the following operations:

1) Cutting off 105-mm long piece from a 50-mm diameter carbon steel shaft by a

hacksaw.

2) Manual de-burring (i.e. removing the burs from) both ends of the part using a file.

3) Facing both ends of the part using a single point high speed single point tool on lathe.

4) Center drilling one end of the part on the lathe.

5) Drilling the 25-mm diameter hole to a depth of 40-mm at end of the part.

6) Turning the 50-mm diameter down to 45-mm diameter at the other end of the part.

7) In process measurement of the machined dimensions for quality assurance.

The preparatory stage of production involves selecting the:

process parameters, i.e. speed, depth of cut and feed rate.

cutting tool material and geometry, and

working mounting method.

9.6.2 Practicing Machining Operations in the Lab

On the completion of the above demonstration, the instructor and lab technician will

demonstrate to the students the safe operation of the lathe, working holding, and tooling

mounting procedure.


The student groups will then practice the machining operations by producing the above part

while following the preceding manufacturing steps on the engine lathe.

It will be more interesting to students to use the CNC lathes for producing the same.

9.6.3 Demonstrating Shearing and Operations in the Lab

The part shown in Figure 9.12 will be used to demonstrate some basic sheet metal operations.

Figure 9.12 – Dimensions of a part to be made from galvanized sheet

steel. (All dimensions are in mm).

The process will include:

1) Calculating the length of the blank using the neutral axis and the bend allowance.

2) Shearing the blanks from a “mother” sheet.

3) Marking out the hole locations.

4) Drilling (or punching) the holes.

5) Bending the 90º bend.

6) Checking the dimensions as part of the quality assurance.

Student groups will also be given the opportunity to produce the same parts under the

supervision of the instructor and lab technician.

Additional operations can be introduced if the part is made from a plastic sheet.


REFERENCES

1) George Chryssolouris, (2006). “Overview of Manufacturing Processes,” in

Manufacturing Systems: Theory and Practice, Springer:New York, pp. 55-124.

2) Narendra B. Dahotre, and Sandip P. Harimkar, (2008). “Manufacturing Processes:

An Overview Manufacturing Processes: An Overview,” in Laser Fabrication and

Machining of Materials, Springer, USA, pp. 69-96.

3) E. P. DeGarmo, J. T. Black, and R. A. Kohser, (2003). Materials and Processes in

Manufacturing, 9th Edition., John Wiley & Sons, USA.

4) R. J. Eggert, (2005). Engineering Design, Pearson-Prentice Hall, New Jersey.

5) S. Kalkapjian, and S.R. Schmid, (2008). Manufacturing Processes for Engineering

Materials, 5th Edition, Prentice Hall.


LECTURE 10

EEXXPPEERRIIMMEENNTTSS,, MMOODDUULLEE TTEESSTTIINNGG,, AANNDD

DDEEBBUUGGGGIINNGG

10.1 OBJECTIVES

The objective of this lecture is for students to learn fundamental principles for (i) module

testing and system testing, and (ii) debugging.

10.2 INTRODUCTION

In this lecture students will learn the fundamental strategies and principles for testing.

10.3 DEFINITIONS

A test is a deliberate procedure to determine whether an artifact or process is working

correctly or whether it is effective, i.e. is the artifact or process meeting its objectives

for performance, quality, and other specifications? Is it producing unanticipated,

desirable or undesirable, results?

An experiment is a method to investigate a principle or a hypothesis, to make a

discovery, or to demonstrate a known fact. The scope and overarching goals of an

experiment are more ambitious than a test.

Note: The core concept of a test or an experiment is to investigate causal

relationships among variables.

Debugging is a deliberate process to: (i) identify the source of a malfunction or out-

of-specification condition in an artifact or process, (ii) produce a repair that removes

the unintended conditions, and which does not introduce unintended undesirable

conditions.

Module is an integral product substructure that have a 1-1 correspondence with a

subset of a product’s functional model (Otto and wood 2001; 361). These are also

called units.

A part, is an atomic elementary element of a module, which cannot be further

decomposed., say a screw, or a transformer in a power supply.

10.4 SCOPE

One can test and experiment at different levels of a product. These levels can proceed

from the atomic level of parts, components, subsystems, all the way to the entire

system or product, and all anywhere in between. In general, there is “unit test” or

“module test”, and “system test.”


The scope of a system test encompasses the entire product. What constitutes a

module or a unit is in practice product specific or organizational specific. A

transmission is a module for Ford, but a system to the subcontractor who makes

transmissions.

10.5 APPROACH

We suggest a “bottoms up” strategy to testing. Test modules first to make sure they

function properly. Then aggregate modules into higher order modules (or units) and

then test. Continue this aggregation until the whole product is tested. The test of the

whole product is then the system test.

Testing specifications should use not only nominal values but “stress” values to test

the limits of the specified values.

What constitutes a module or a unit is in practice product specific or organizational

specific. A transmission is a module for Ford, but a system to the subcontractor who

makes transmissions.

10.6 DEBUGGING

See Dave Wallace 2009 reference below. Presents principles and six steps for debugging.

Note that these principles apply to module testing and system testing as well.

10.7 MODULE TESTING

Process:

1) Review the specifications and what the module is supposed to do.

2) Prepare the equipment.

3) Consider the units and values for the inputs and outputs.

4) Test using the nominal values of the inputs one input at a time. Record the outputs.

Analyze the outputs. If OK, continue. If not OK, record the conditions and proceed

to debug.

5) Repeat Step 4 but stressing the limits of the inputs.

6) Repeat Steps 4 and 5 combining inputs.

10.8 SYSTEM TESTING

1) Review the specifications and what the module is supposed to do.

2) Prepare the equipment.


3) Consider the units and values for the inputs and outputs.

4) Test using the nominal values of the inputs one input at a time. Record the outputs.

Analyze the outputs. If OK, continue. If not OK, record the conditions and proceed

to debug.

5) Repeat Step 4 but stressing the limits of the inputs.

6) Repeat Steps 4 and 5 combining inputs.

REFERENCES

Wallace, D. (2009). Product Engineering Processes. Power Point presentation.

Available from Professor Dave Wallace, MIT Mechanical Engineering Department.


LECTURES 12 AND 13

CCoommmmuunniiccaattiioonn SSkkiillllss aanndd PPrreesseennttaattiioonn ooff FFiinnaall DDeessiiggnn

12.1 LECTURE – COMMUNICATION SKILLS

12.1.1 Introduction

In this lecture students will learn the fundamental principles and skills for effective

communications. Students will learn how to prepare, produce, and deliver an effective

presentation. These principles and skills apply at all professional and management levels

from junior engineer to senior engineer to executive management. This lecture is grounded

on a simple model of communication comprised of: (1) the presenter, (2) the medium, (3) the

content carried by the medium, (4) the audience, and (5) the response.

12.1.2 Lecture Outlines

A) Introduction

The conventional model of communications. Figure 12.1 shows the conventional

model of communications.

Figure 12.1 – Conventional model of communications.

The presenter is the one delivering the presentation. Medium is the mechanism used

to carry the message. In our case, the medium is a PowerPoint presentation projected

onto a screen. Other media are, for example, a video, a movie, and so on. The

content is the information that is being presented. The audience is the set of people

listening to be presentation. Response includes the interactions, verbal and otherwise,

of the audience and any post presentation actions or their absence.

Strategy of effective communications: “Working Backwards.” We prefer that

students approach the problem “working backwards”. As shown in Figure 12.2.

Figure 12.2 – Working backwards.


Given the occasion of the presentation, begin by thinking what is the response desired

from the audience. Follow that by thinking what are the content and messages that

will produce that kind of response you want from the audience. With this mindset,

one has to prepare for this task.

Industry Practice:

Senior executives do not have much time to read. They rely on verbal

presentations, debates and discussion during a presentation, and the Q&A

(question and answer) period at the end of a presentation for the vast majority

of the information they need.

Presentations are also used by managers to observe and judge the abilities of

the presenter. Executives use presentations to judge a person’s ability to

handle questions, breadth and depth of knowledge, professional demeanor and

presence. Beware of the bias that is generally introduced with this evaluation

technique. Colloquially this bias is called “impression management.”

Large and complex organizations have professional “briefers.” These are

typically temporary positions held by middle managers on their way to being

promoted. For example, the Pentagon has briefers to explain important policy

and programs to senators, senior officials, and the press. In business, briefers

present to key customers and are expected to answer a wide variety of

questions. Briefers are also expected to coach senior executives on how to

handle sensitive and hostile questions.

B) Scope of Outline

This lecture will cover basic principles and key skills required in each element of the

communications model. The medium is a PowerPoint presentation. This lecture will not

cover the graphics principles which are used to produce the visual presentation. This will be

presented as an addendum to this lecture.

C) The Audience

Target your presentation to those in the audience to get the results you want.

(a) Begin by asking the questions below and be very clear about the answers.

What is the purpose of this presentation? What actions and results do you

want to get from this presentation?

For these actions, who are the key people (or subgroups) that are key to reach

your objectives? What content and message will make them take the action

you want from them?

What questions are they likely to ask?

Be prepared with answers.


Who might be skeptical or hostile to your messages?

Be prepared for their questions and weave counterarguments into the

Presentation before they pose any questions or comment.

(b) The above are the principles of relevance, action, and defense,

Presentation has to be relevant and convincing to those who will make a

decision in your favor.

Presenter must anticipate positive and negative responses and be proactive.

12.1.3 Contents

Given your analysis of the audience, the following are principles and guidelines for creating

the content of the presentation.

A) Be well prepared

Make an outline of the presentation before creating the PowerPoint.

Do the necessary research for your presentation.

B) Maintain the flow of the presentation

Begin with a VERY brief statement of what the presentation is about. This includes

“what” you will be talking about, and “why” they are there.

Follow with a very logical evolution and development of your content. Make sure the

handful of “takeaways” are pithily stated. Ask for the desired decision or action.

Flow: (1) Tell them what you are going to tell them, (2) Tell them, (3) Tell them what

you told them, and (4) Make the request for a decision.

Spend maximum of three minutes per slide; two minutes is better. Skip slides if you

sense the audience can handle it.

C) Content Principles

Accuracy. Everything must be correct and defendable to the best of your knowledge.

Keep it simple. Do not overwhelm the audience with information. Present only what

the audience needs to understand and reach the conclusions you want them to reach.

Do not cram too many messages per slide.

Decompose complex information into logical groups of simpler ideas called

“chunks.” Decomposition should be logical and natural to the subject matter.

Otherwise, a hierarchical grouping is an effective heuristic.


Hold the attention of the audience. For example: Pose the problem before you present

your answer; state a provocative comment before presenting your most important

findings; present a dramatic graphic; explain the graphic before presenting the data

and information (e.g. what the x- and y-axis represent).

12.1.4 The Presenter

A) Personal Appearance

Look professional. Dress appropriately for the occasion. Stand straight and look

directly at the audience. Avoid looking at a single fixed point in the audience. End

each sentence by specifically looking at person. Leave both hands open, gesture for

emphasis. Avoid putting your hands, or one hand, in your pocket.

Sound professional. Speak clearly, project your voice into the audience.

Never read the slides, it is boring to the audience. Never face the slides when

speaking; you are not there to speak to the screen, but the audience.

B) Confidence

Confidence comes from thorough preparation, knowledge of the subject matter, and

knowing that for this presentation you are the expert. The audience is there to listen

to you; they want to learn something from you.

Confidence also comes from anticipating questions from the audience and having

prepared answers for them. (See Responses – 12.1.5)

“Socializing” the presentation before presenting also bolsters confidence. Socializing

is not only rehearsing, it is presenting before a competent, critical, but friendly group

that can improve your presentation.

12.1.5 Responses

A) Real Time Questions

Prepare thoroughly to anticipate questions.

Questions for clarification, answer briefly, avoid saying everything you know about

the subject. Stay with the simplicity principle,

Hostile or nasty questions. Never return tit-for-tat. Answer the question in the most

professional manner you can. Pretend that it is asked in good faith.

Questions you do not understand; ask for clarification. The clarification will give you

additional information that will help you answer the question. Moreover, interaction

with the audience is always good.


Questions you know nothing about even after it was “clarified.” If you are part of a

team, it is OK to ask for help from your team. It is also acceptable to say: “I don’t

have an answer, but l will get back to you.” Make sure that you do.

B) Your Objectives of the Presentation

Reflect on how effective you were in delivery, getting the key people in the audience

to understand your message, and whether you got what you wanted.

Talk to your peers and get some constructive feedback.

Talk to your leader and get constructive critique.

Reflect on what you would do differently next time to improve.

REFERENCES

Kosslyn, S. M. (2007). Clear and to the Point: * Psychological Principles for Compelling

PowerPoint Presentations, Oxford University Press. New York.

Easy to read book by a Harvard psychology professor.

Zelazny, G. (2001). Say it with Charts: The Executive’s Guide to Visual

Communications. McGraw-Hill, New York.

From McKinsey on what charts to use and how to embody a message in charts. Very

practical book.


LLeeccttuurree 1155 OOrraall PPrreesseennttaattiioonn

1. THE LISTENER

Presentation of the outline.

Knowing the audience.

Practice and Practice.

The material of your presentation should be concise, to the point and tell an interesting story.

In addition to the obvious things like content and visual aids, the following are just as

important as the audience will be subconsciously taking them in:

Your voice – how you say it is as important as what you say.

Body language – a subject in its own right and something about which much has

been written and said. In essence, your body movements express what your attitudes

and thoughts really are.

Appearance – first impressions influence the audience's attitudes to you. Dress

appropriately for the occasion.

As with most personal skills oral communication cannot be taught. Instructors can only

point the way. So as always, practice is essential, both to improve your skills generally and

also to make the best of each individual presentation you make.

1.1 Preparation

Prepare the structure of the talk carefully and logically, just as you would for a written report.

What are

the objectives of the talk?

the main points you want to make?

Make a list of these two things as your starting point.

Write out the presentation in rough, just like a first draft of a written report. Review the draft.

You will find things that are irrelevant or superfluous – delete them. Check the story is

consistent and flows smoothly. If there are things you cannot easily express, possibly

because of doubt about your understanding, it is better to leave them unsaid.


Never read from a script. It is also unwise to have the talk written out in detail as a prompt

sheet – the chances are you will not locate the thing you want to say amongst all the other

text. You should know most of what you want to say – if you don't then you should not be

giving the talk! So prepare cue cards which have key words and phrases (and possibly

sketches) on them. Postcards are ideal for this. Don't forget to number the cards in case

you drop them.

Remember to mark on your cards the visual aids that go with them so that the right slide is

shown at the right time.

Rehearse your presentation – to yourself at first and then in front of some colleagues. The

initial rehearsal should consider how the words and the sequence of visual aids go together.

How will you make effective use of your visual aids.

1.2 Making the Presentation

Greet the audience (for example, ‘Good morning, ladies and gentlemen’), and tell them who

you are. Good presentations then follow this formula:

Tell the audience what you are going to tell them.

Then tell them.

At the end tell them what you have told them.

Keep to the time allowed. If you can, keep it short. It's better to under-run than over-run. As

a rule of thumb, allow 2 minutes for each general overhead transparency or PowerPoint slide

you use, but longer for any that you want to use for developing specific points. 35mm slides

are generally used more sparingly and stay on the screen longer. However, the audience will

get bored with something on the screen for more than 5 minutes, especially if you are not

actively talking about it. So switch the display off, or replace the slide with some form of

‘wallpaper,’ such as a company logo.

Stick to the plan for the presentation, don't be tempted to digress – you will eat up time and

could end up in a dead-end with no escape!

Unless explicitly told not to, leave time for discussion – 5 minutes is sufficient to allow

clarification of points. The session chairman may extend this if the questioning becomes

interesting.

At the end of your presentation ask if there are any questions – avoid being terse when you do

this as the audience may find it intimidating (i.e. it may come across as any questions? – if


there are, it shows you were not paying attention). If questions are slow in coming, you can

start things off by asking a question of the audience – so have one prepared.

1.3 Delivery

Speak clearly. Don't shout or whisper - judge the acoustics of the room.

Don't rush, or talk deliberately slowly. Be natural – although not conversational.

Deliberately pause at key points – this has the effect of emphasizing the importance of

a particular point you are making.

Avoid jokes – always disastrous unless you are a natural expert.

To make the presentation interesting, change your delivery, but not to obviously, e.g.

speed

pitch of voice.

Use your hands to emphasize points but don't indulge in to much hand waving.

People can, over time, develop irritating habits. Ask colleagues occasionally what

they think of your style.

Look at the audience as much as possible, but don't fix on an individual – it can be

intimidating. Pitch your presentation towards the back of the audience, especially in

larger rooms.

Don't face the display screen behind you and talk to it. Other annoying habits include:

Standing in a position where you obscure the screen. In fact, positively check

for anyone in the audience who may be disadvantaged and try to accommodate

them.

Muttering over a transparency on the OHP projector plate and not realizing

that you are blocking the projection of the image. It is preferable to point to

the screen than the foil on the OHP (apart from the fact that you will probably

dazzle yourself with the brightness of the projector).

Avoid moving about too much. Pacing up and down can unnerve the audience,

although some animation is desirable.

Keep an eye on the audience's body language. Know when to stop and also when to

cut out a piece of the presentation.


1.4 Visual Aids

Visual aids significantly improve the interest of a presentation. However, they must be

relevant to what you want to say. A careless design or use of a slide can simply get in the

way of the presentation. What you use depends on the type of talk you are giving. Here are

some possibilities.

◘ Overhead projection transparencies (OHPs).

◘ Computer projection (PowerPoint, applications such as Excel, etc).

◘ Video, and film.

◘ Real objects – either handled from the speaker's bench or passed around.

◘ Flip-chart or blackboard – possibly used as a ‘scratch-pad’ to expand on a point.

Keep it simple though – a complex set of hardware can result in confusion for speaker and

audience. Make sure you know in advance how to operate the equipment and also when you

want particular displays to appear. Sometimes a technician will operate the equipment.

Arrange beforehand, what is to happen and when and what signals you will use. Edit your

slides as carefully as your talk – if a slide is superfluous then leave it out. If you need to use

a slide twice, duplicate it. And always check your slides – for typographical errors,

consistency of fonts and layout.

Slides and OHPs should contain the minimum information necessary. To do otherwise risks

making the slide unreadable or will divert your audience's attention so that they spend time

reading the slide rather than listening to you.

Try to limit words per slide to a maximum of 10. Use a reasonable size font and a typeface

which will enlarge well. Typically use a minimum 18pt Times Roman on OHPs, and

preferably larger. A guideline is: if you can read the OHP from a distance of 2 meters

(without projection) then it's probably OK.

Avoid using a diagram prepared for a technical report in your talk. It will be too detailed and

difficult to read.

Use color on your slides but avoid orange and yellow which do not show up very well when

projected. For text only, white or yellow on blue is pleasant to look at and easy to read.

Books on presentation techniques often have quite detailed advice on the design of slides. If

possible consult an expert, such as the Audio Visual Centre.

Avoid adding to OHPs with a pen during the talk – it’s messy and the audience will be

fascinated by your shaking hand! On this point, this is another good reason for pointing to

the screen when explaining a slide rather than pointing to the OHP transparency.


Room lighting should be considered. Too much light near the screen will make it difficult to

see the detail. On the other hand, a completely darkened room can send the audience to

sleep. Try to avoid having to keep switching lights on and off, but if you do have to do this,

know where the light switches are and how to use them.

1.5 Finally …

Enjoy yourself. The audience will be on your side and want to hear what you have to say!

1.6 Exercise

Students can be asked to give a one minute presentation about any product or design idea. His

colleagues will be judging him, and the best three can be rewarded for that.

2. MAKERS/MANUFACTURERS

When communicating our design results to a manufacturer, we must take great care in

rendering our final design drawing. In addition, as part of the design drawing process, we

need to think long and hard about the kind of fabrication specifications we are writing. This

means paying particular attention to the various kinds of drawings that are done during a

design project and to the different standards that are associated with final design drawing.

Generally, the only instructions available to the maker are those representations or

descriptions of the designed object that are included in the design drawings and fabrication

specifications. This implies that these representations or descriptions should be complete,

unambiguous, clear, and readily understood.

2.1 Design Drawings

Drawing is very important in design, especially in mechanical design, because a great deal of

information is created and transmitted in the drawing process. The drawings enable a parallel

display of information as they can be surrounded with adjacent notes, smaller pictures,

formula and other pointers to ideas related to the object being drawn and designed. In

reality, putting notes next to a sketch is a powerful way to organize information, certainly

more powerful than the linear, sequential arrangement imposed by the structure of sentences

and paragraphs. These notes written in the margins are known as “Marginalia.” Marginalia

of all sorts are familiar sights to anyone who has worked in an engineering environment. We

often draw pictures and surround them with text and equations. We also draw sketches in the

margins of documents, to elaborate a verbal description, to make stronger understanding, to

indicate more strongly a coordinate system or sign convention. Thus, it should come as no

surprise that sketches and drawings are essential to engineering design.

Of particular importance to the designer is the fact that graphics images are used to

communicate with the external environment, that is, with other designers, the client, and the


manufacturing organization. Drawings are used in the design process in several different

ways, including to:

Serve as a launching pad for a brand new design.

Support the analysis of a design as it develops.

Simulate the behavior of performance of a design.

Provide a record of the shape or geometry of design.

Facilitate the communication of design ideas among designer.

Ensure that a design drawing is complete and its marginalia may remind us of still

undone part of the design.

There are several different kinds of drawings that can be formally identified in the design

process. Among these design drawings that is strongly suggested for mechanical product

design are:

A) Layout Drawings

Layout drawing are working drawings that show the major parts or components of a device

and there relationship (see Figure A-1). They are usually drawn to scale, do not show

tolerances. And subject to change as the design process continues.

B) Detailed Drawings

Detailed drawings show the individual parts or components of a device and their relationship

(see Figure A-2). These drawings must be toleranced, must indicate materials and any

special processing requirements.


Figure A-1 – A layout drawing that has been drawn to scale. Example of countertop.

Figure A-2 – A detailed drawing that include tolerances and indicates

materials and list special processing requirements.

C) Assembly Drawings

Assembly drawing show how the individual parts or components of a device fit together. An

exploded view is commonly used to show such fit relationship (see Figure A-3).

Components are identified by a part number or an entry on an attached bill of materials, and

they may include detail drawings if major view cannot show all of the required information.


Figure A-3 – An assembly drawing uses an exploded view to show

how some individual parts fit together.

2.2 Fabrication Specifications

There are some very specific properties we want the fabrication specifications to have,

namely, they should be: unambiguous (i.e., the role and place of each and every component

and part must be unmistakable). It should be complete (i.e., comprehensive and entire in

their scope). It should be transparent (i.e., readily understood by the manufacturer or

fabricator). We require fabrication specifications to have these characteristic because we

want to make it possible for the designed artifact to be built by someone totally unconnected

to the designer or the design process. In addition, that artifact must perform just as the

designer intended. Remember, this means that the designers are not there to catch errors or to

make suggestions, and that the maker cannot turn around to seek clarification or ask on-the-

spot question.


Fabrication specifications are normally proposed and written in the detailed design stage.

Since our primary focus is conceptual design, we will not discuss fabrication specifications in

depth. However, there are some aspects that are worth anticipating even early in the design

process. One is that many of the components and parts that will be specified are likely to be

purchased from vendors, such as automobile springs, and so on. This means that a great deal

of detailed disciplinary knowledge come into play. Briefly there are many kinds of

requirements that can be specified in a fabrication, some of which are:

The physical dimensions.

Kind of materials to be used.

Unusual assembly condition

Operating conditions

Operating parameters

Maintenance and life-cycle requirements

Reliability requirements

Packaging requirements

Shipping requirements

External markings, especially usage and warming labels.

This relatively short list of the different kinds of issues that must be addressed in a fabrication

specification really does make the point about the requirements we have for the properties of

such a specification.

REFERENCES

Clive L. Dym, and Patrick Little (1999). Engineering Design: A Project-Based

Introduction, John Wiley, 1999.

George E. Dieter. Engineering Design: A Material Processing Approach, 3rd

Edition,

McGraw-Hill.


Graphic Communication

1 Introduction to graphic communication

1.1 Introduction

Graphics communication is an effective means of communicating technical ideas and

problem solutions. In engineering design, the process starts with the ability to visualize, to

see the problem and the possible solutions. Then, sketches are made to record initial ideas.

Next, geometric models are created from those sketches and are used for analysis. Finally,

detail drawings or 3-D models are made to record the precise data needed for the production

process. Visualizing, sketching, modeling, and detailing are how engineers and technologists

communicate as they design new products and structures for our technological world.

In fact, graphics communication using engineering drawings and models is a language, a

clear, precise language with definite rules that must be mastered if you are to be successful in

engineering design. Once you know the language of graphics communication, it will control

the way you think, the way you approach problems. Because humans tend to think using the

languages they know. Thinking in the language of graphics, you will visualize problems more

clearly and will use graphic images to find solutions with greater ease.

In engineering, 92 percent of the design process is graphically based. The other 8 percent is

divided between mathematics and written and verbal communications. This is for the reason

that graphics serve as the primary means of communication for the design process. Graphics

come into every phase of the engineer's job. For example, the car you are driving was

designed within specified parameters. However, before it could be manufactured, a three-

dimensional (3-D) model of every single part of it had to be produced. Just imagine trying to

communicate all the necessary details verbally or in writing. It would be impossible!

Technical drawings are a nonverbal method of communicating information. Descriptions of

complex products or structures must be communicated with drawings. A designer uses a

visual, nonverbal process. A visual image is formed in the mind, reviewed, modified, and

ultimately communicated to someone else, all using visual and graphics processes.

Technical graphics can also communicate solutions to technical problems. Such technical

graphics are produced according to certain standards and conventions so they can be read and

accurately interpreted by anyone who has learned those standards and conventions. The

precision of technical graphics is aided by tools; some are thousands of years old and still in

use today, and others are as new and rapidly changing as computer-aided modeling (CAD).

This chapter will introduce you to some of the standards, conventions, techniques, and tools

of technical graphics and will help you develop your technical skills so that your design ideas

become a reality.

Engineers are creative people who use technical means to solve problems. They design

products, systems, devices, and structures to improve our living conditions. Technologists

work with engineers and are concerned with the practical aspects of engineering in planning


and production. Both engineers and technologists are finding that sharing technical

information through graphical means is becoming more important as more nontechnical

people become involved in the design/manufacturing process. As Figure 1.1 illustrates, the

circle of people requiring technical information is widening rapidly, and engineering and

technical information must be communicated effectively to many other people who are not

engineers or technologists, such as marketing, sales, and service personnel. Computer

graphics can assist in the process. It can be the tool used to draw together many individuals

with a wide range of visual needs and abilities.

Figure 1.1 The circle of people requiring technical information is growing rapidly.

1.2 The Importance of Graphics in the Design Process

Technical graphics is a real and complete language used in the design process for

Visualization, Communication and Documentation. Graphical representations are used by

individual engineers and designers to problem-solve about a technical problem they are

working on (Figure 1.2). For an engineer, this problem can often be a 3-D object that is either

being modified from an initial design or created from scratch. Part of this problem-solving

process can be the use of informal drawings or sketches. While these types of drawings were

historically done with pencil and paper, increasingly computer-based sketching tools are used

to rapidly create multiple ideas for solutions to the problem.

Analysis

Analysis

Manufacturing Inspection

Customer use

Service

Designed Product


Figure 1.2 Only experienced users of technical drawings can interpret the various lines, arcs, and

circles sufficiently to get a clear mental picture of what this part looks like three-dimensionally.

While informal sketches can be done by anyone, practice and instruction helps one to quickly

and accurately express their ideas. When computer tools are used, more training is often

needed so that the engineer/designer can appropriately represent their design solutions. As the

designs become more refined, specialized knowledge is needed to use the agreed upon

standardized language of technical drawing and modeling. These standards, developed by

organizations like the American National Standards Institute (ANSI), ensure accurate and

precise communication of engineered design specifications.

Graphic representations are useful as a permanent record of ideas as they are being mentally

worked through by an engineer or designer. Later on in the design process, more refined

graphic representations in the form of drawings or models can be used to communicate

problem solutions to other members of the larger team working on the design problem.

Visualization is the ability to mentally picture things that do not exist. Design engineers with

good visualization ability not only are able to picture things in their minds, but also are able

to control that mental image, allowing them to move around the image, change the form, look

inside, and make other movements as if they were holding the object in their hands. Most

designers will initially capture their mental images by sketching them on paper. Sometimes

these sketches are very rough and quickly done to capture some passing detail in the mind of


the designer. When communicating one's sketch to others, the sketches must be refined

(Figure 1.3).

Figure 1.3 Design sketch of a motorcycle.

The second phase in the graphics produced to support the design process is communicating

drawings and models. In this phase your goal is to refine your initial sketches so your design

solution can be communicated to others without ambiguity. In other words, you must be able

to improve the clarity of your graphics to such an extent that others are able to visualize your

design. This is done by adding more detail to your sketches, then creating a 3-D model using

CAD software (Figure 1.4). The 3-D model is modified and changed as the design is refined.

In the past, real models of the design were created; however, many industries now use

rendered 3-D computer models to replace real models. Sometimes it is necessary to have real

models, which easily can be produced from the 3-D model through a process called rapid

prototyping.


Figure 1.4 A refined 3-D model of the motorcycle used to communicate the design without

ambiguity.

After the design solution is finalized, graphics is the most effective way to permanently

record that solution. Before 3-D modeling, documentation drawings were 2-D detail

drawings that were copied through a process called blueprinting. Although many companies

still use this process, the trend is for companies to refine the 3-D model, which then is used

directly by machine tools to create the design. 2-D detail drawings still may be created, but

their primary purpose is for legal and archival purposes. Two-dimensional documentation

drawings follow very strict standard practices so everyone in the engineering field can "read"

the drawings. These standards are the "language" used to communicate graphically.

2. Sketching

Sketching is an important method of quickly communicating design ideas; therefore, learning

to sketch is necessary for any person working in a technical field. Most new designs are first

recorded using design sketches. Lettering is part of sketching and drawing. Before CAD,

lettering had much more emphasis in engineering and technical graphics. Now it is no longer

necessary to spend hours working on lettering technique. CAD systems offer the user many

different typestyles that can be varied in a number of ways.

2.1 Technical Sketching for Engineering Design

There are three methods of creating technical drawings: freehand, mechanical, and digital.

Technical sketching is the process of producing a rough preliminary drawing representing the

main features of a product or structure. Technical sketch may communicate only selected

details of an object, using lines; whole parts of an object may be ignored, or shown with less

emphasis, while other features may be shown in great detail.

Technical sketches can take many different forms, depending on the clarity needed and the

purpose of the sketch. For example, a sketch made quickly to record a fleeting design idea

may be very rough. This type of sketch is for personal use and is not meant to be understood

by anyone but the individual who produced it. A sketch also may use the format of a more

formal drawing intended to be used by someone who understands technical drawings (Figure

2.1). However, this type of sketch would not be appropriate for a nontechnical person.

Pictorial sketches would be used to further clarify the design idea and to communicate that

idea to nontechnical individuals (Figure 2.1).


Figure 2.1 Classification of sketches.

The most common types of projection used in sketching can be placed in two major

categories: multiview sketches and pictorial sketches (Figure 2.1). Multiview sketches

present the object in a series of projections, each one showing only two of the object's three

dimensions. The other three types of projection, grouped as pictorial sketches, present the

object in a single pictorial view, with all three dimensions represented.

2.2 Sketching Technique

It takes practice and patience to produce sketches that both are legible and made quickly.

There are certain fundamental skills that must be learned in order for sketching to be used as

a tool for design. Over a period of time and with practice you will be able to acquire most of

the skills and knowledge necessary to create design sketches, regardless of your experience

and natural drawing ability.

Sketching is based on seeing (perception) and visual thinking through a process of seeing,

imaging, and representing (Figure 2.2). Seeing is our primary sensory channel because so

much information can be gathered through our eyes. It is our best-developed sense and one

we take for granted every day as we easily move through our environment. Seeing empowers

us to sketch. Imaging is the process used by the mind that takes the visual data received by

our eyes to form some structure and meaning. The mind's eye initially creates the images

whether real or imagined, and these are the images used to create sketches. Representing is

the process of treating sketches of what our minds see. Seeing and imaging is a pattern-

seeking process where the mind's eye actively seeks those features that fit within our

interests, knowledge, and experiences.


Figure 2.2 Triangulation of sketches.

3. Design Drawings

Drawing is very important in design, especially in mechanical design, because a great deal of

information is created and transmitted in the drawing process. The drawings enable a parallel

display of information as they can be surrounded with adjacent notes, smaller pictures,

formula and other pointers to ideas related to the object being drawn and designed. In reality,

putting notes next to a sketch is a powerful way to organize information, certainly more

powerful than the linear, sequential arrangement imposed by the structure of sentences and

paragraphs. These notes written in the margins are known as “Marginalia”. Marginalia of all

sorts are familiar sights to anyone who has worked in an engineering environment. We often

draw pictures and surround them with text and equations. We also draw sketches in the

margins of documents, to elaborate a verbal description, to make stronger understanding, to

indicate more strongly a coordinate system or sign convention. Thus, it should come as no

surprise that sketches and drawings are essential to engineering design.

Of particular importance to the designer is the fact that graphics images are used to

communicate with the external environment, that is, with other designers, the client, and the

manufacturing organization. Drawings are used in the design process in several different

ways, including to:

Serve as a launching pad for a brand new design

Sketching

Seeing

Imaging Representing


Support the analysis of a design as it develops

Simulate the behavior of performance of a design

Provide a record of the shape or geometry of design

Facilitate the communication of design ideas among designer

Ensure that a design drawing is complete and its marginalia may remind us of still

undone part of the design

There are several different kinds of drawings that can be formally identified in the design

process. Among these design drawings that is strongly suggested for mechanical product

design are:

3.1 Layout drawing

Layout drawing are working drawings that show the major parts or components of a device

and there relationship (Fig. 3.1). They are usually drawn to scale, do not show tolerances.

And subject to change as the design process continues.

Figure 3.1: A layout drawing that has been drawn to scale, Example of countertop.

3.2 Detailed drawing

Detailed drawings show the individual parts or components of a device and their relationship

(Fig. 3.2). These drawings must be toleranced, must indicate materials and any special

processing requirements.


Figure 3.2: A detailed drawing that include tolerances and indicates materials and list special

processing requirements.

3.3 Assembly drawing

Assembly drawing show how the individual parts or components of a device fit together. An

exploded view is commonly used to show such fit relationship (Fig. 3.3). Components are

identified by a part number or an entry on an attached bill of materials, and they may include

detail drawings if major view cannot show all of the required information.


Figure 3.3: An assembly drawing uses an exploded view to show how some individual parts fit

together.


References

Clive L. Dym and Patrick Little. “Engineering Design: A project-Based Introduction”

John Wiley, 1999.

Gary R. Bertoline & Eric N. Wiebe, “Fundamentals of Graphics Communication”, 3rd

Edition McGraw-Hill, 2002.

George E. Dieter. “Engineering Design” McGraw-Hill, 3rd

Edition 1994.


LECTURE 14

CCOOMMPPEETTIITTIIOONN LLOOGGIISSTTIICCSS

DDeessiiggnn PPrroojjeecctt aanndd KKiitt

14.1 HIGH-LEVEL DESIGN CHALLENGE DESCRIPTION

Design and build a device that is positioned roughly 5 stories high in the air that will launch

an egg so that it lands in the center of a target positioned below on the ground, while

protecting the egg from breaking while constructing the lowest cost design. (Could also

measure time to fall and the faster drops get a bonus score as well.)

The devices will be made from materials provided in a kit given to each team of students

(assume 4 students per team). Materials in the kit will have assigned costs, so the students

can compute the cost of their design (see also note at start of the proposed kit contents section

below).

The students will be graded through their notebooks, project milestones, homework exercises,

and final presentation that guide them to a successful prototype at the final competition. See

the Lecture Development Page for more details about the milestones. A draft file of a more

detailed project brief for the students is attached.

14.2 COMPETITION SITE

The goal is to have a competition site on campus that many students and other spectators can

watch the competition in a safe manner. During the April 20/22 meetings at KFUPM some

possible sites were identified (see figures below). There may still be better sites on the

campus.

Figure 14.1 – Site 1 – Service road. Launch from railing on right to road on bottom.

Students watch on either side of road or from launch area.


Figure 14.2 – Site 1 – Launching railing in foreground, target on road below (~ 4

stores). Students watch on left or right of the road. Would need to

ensure students can’t fall to road (about 10 feet).

Figure 14.3 – Site 2 – Lawn by student’s Center/Cafeteria. Railing in foregoing.

Students can watch from above near launch area, or below on the lawn

(~ 3 story drop).


Figure 14.4 – Details of the concrete railing the machines would sit on for launching.

Same for both of the proposed sites. Roughly 10” thick concrete.

14.3 PROPOSED KIT CONTENTS

All materials in the kits will have a cost assigned for the purpose of determining the cost of

the design. Another option would simply to ask for efficiency rather than low cost, and

measure efficiency through weight, i.e. the lighter the better.

Each team will receive a plastic box containing the material for their kit (a clear bin might be

nice so one can see what is inside without opening). It is proposed that each team receives a

practice kit at the start of the term to do experiments with and learn without worry of running

out of materials, and then they receive a final kit to build their final design (after doing

experiments) in the latter part of the term. The timing of this is outlined in the proposed

syllabus on the Lecture Development Page.

Please feel free to add items to the kit. Below is a quickly prepared first draft:

● Corrugated cardboard

● Balsa wood

● Basswood

● 3 mm plywood

● PVC pipe

● Elastics

● Constant force springs

● String


● Nylon stockings or spandex

● Tissue paper

● Sheet aluminum (say 18 gauge or so)

● Duct tape

● 2-3 mil plastic sheet

● Packing tape

● Sand

● Latex balloons

● Plastic soda bottles (empty)

● 5 or 6 mm foam core sheets

● Expanded polystyrene foam (would this be too useful? Need to test)

● A $20 equivalent budget to purchase materials that they might like to use. Need to

think about certain materials that we would like to restrict is we do this (e.g. packing

foam, etc.)


Lecture 15

EETTHHIICCSS AANNDD LLIIAABBIILLIITTYY

15.1 INTRODUCTION

Designers have a significant influence on the life of the end users of their designs. Products

of the design process usually change the daily habits of people and thus the functioning of the

different sectors of society. Knowing that designers go through conflicting decision making

process in the course of executing their design, the price for any erroneous decision made will

eventually be paid by the society. As a result, the best way to lead designers and engineers

alike in making conscious decisions in their job is to follow a code of Ethics.

Ethics is the discipline dealing with what is good and bad and with moral duty and obligation.

Ethics helps a person to make a decision regarding conflicting choices through the use of

what is known code of ethics. The code of ethics for any society stems from its culture which

developed over the history of that society. Ethics is thus influenced by the society belief

system, traditions, environment, its historical judiciary system and even more. The

combination effects of these aspects eventually created the value system of the society. A

code of ethics is a code of behavior or conduct, justified according to this reasoned value

system.

15.2 WHAT IS VALUE SYSTEM?

This is a definition of “good” or “bad,” “beneficial” or “deleterious,” according to some set

of criteria (measure of worth). Value systems serve a set of guiding principles for how an

individual lives, as well as how to operate in larger society.

Value systems may vary widely. Individuals may maintain their own value systems,

professional societies or groups may have their own, and society may hold to their own

values. Some examples of value systems:

Personal

Treat others as they would treat you.

Professional (from the American Society of Mechanical Engineers)

“Engineers uphold and advance the integrity, honor, and dignity of the engineering

profession by using their knowledge and skill for the enhancement of human welfare

... striving to increase the competence and prestige of the engineering profession.”

Note that value systems for an entity may change over time. For example, individuals may

change their values as they get older.


15.3 ENGINEERING ETHICS

For engineers, a code of ethics relates to effective teamwork and the engineer’s professional

responsibilities.

Ethical behavior reflects the honor of the engineer and of the profession, and also guides how

engineers will work with others. When engineers behave unethically, they can risk the safety

and performance of the systems they engineer and design. This can have profound impact on

the lives of people who use engineered systems.

In most situations, ethical behavior is clear cut. The challenge lies in scenarios that are

ambiguous, particularly when there are conflicting goals. Signs that one is in comprising

ethical situation (from Lockheed Martin):

“Well, maybe just this once ...”

“No one will ever know ...”

“It doesn't matter how it gets done as long as it gets done.”

“Destroy that document.”

“Everyone does it.”

“We can hide it.”

“No one will get hurt.”

“This will destroy the competition.”

“We didn't have this conversation.”

“If they are that stupid, they deserve to get hurt.”

If one is in doubt, one must ask oneself:

Are my actions legal?

What would my professional society think?

Am I being fair and honest?

Will my action stand the test of time?

How will I feel about myself afterwards?

How will it look in the newspaper?

Will I sleep soundly tonight?

What would I tell my child to do?

How would I feel if my family, friends, and neighbors knew what I was doing?

In engineering design, a uniquely correct solution rarely exists. In fact, there are many

incorrect or poor solutions. The goal of engineering design is to understand that different

solutions offer different advantages and disadvantages (known as tradeoffs), and to arrive at

solutions that achieve desired outcomes without violating constraints (e.g., time and

resources) or other requirements. Furthermore, solutions should be robust against foreseeable


misapplications. Because the process of arriving at a solution is often challenging and

ambiguous, it is important to maintain a strong ethical sense of ones work. This ethic may be

made explicit through a code of conduct.

The Societal code of ethics; although very important, does not provide explicit answer to the

conflicting situations usually occurring in the work place. To provide well defined guidelines

to help engineers adhere to the “honor” and liability of their work, each professional societies

has it is own code of ethics. Professional societies such as the American Society of

Mechanical Engineers (ASME) outline detailed professional codes of ethics, as shown at the

end of this section.

Overall, Engineering ethics are classified into three categories [Herkert, 2001]:

Technical ethics: dealing with technical decisions by engineers;

Professional ethics: dealing with interactions among managers, engineers and

employers; and

Social ethics: dealing with sociopolitical decisions concerning technology.

Professional ethics are mainly concerned with how managers, engineers, and employees

interact with each other. However, it also provides clear insight of impact the society in a

way to make the engineering technology more acceptable and beneficial. Such professional

ethics will help engineers make their profession a practice about which they need feel no

morally justified embarrassment, shame, or guilt.

Adhering to the engineering ethics might be even more challenging when taking a decision

on a conflicting matter might affect his/her loyalties. Most engineers of not all are ambitious

professionals who have strong desire to advance in their careers. A desire for quick

promotion or a competition over a management position might change the engineer position

on a certain ethical matter. This might be the case when other loyalties; such as loyalty to the

best interest of the company, loyalty to keep the well being and prosperity of the community,

etc.

15.4 CODE OF ETHICS OF ENGINEERS (ASME, Sept. 2003)

The Fundamental Principles Engineers uphold and advance the integrity, honor and dignity of

the engineering profession by:

I. using their knowledge and skill for the enhancement of human welfare;

II. being honest and impartial, and serving with fidelity the public, their employers and

clients; and

III. striving to increase the competence and prestige of the engineering profession.

The Fundamental Canons:

1. Engineers shall hold paramount the safety, health and welfare of the public in the

performance of their professional duties.

2. Engineers shall perform services only in the areas of their competence.


3. Engineers shall continue their professional development throughout their careers and

shall provide opportunities for the professional and ethical development of those

engineers under their supervision.

4. Engineers shall act in professional matters for each employer or client as faithful

agents or trustees, and shall avoid conflicts of interest or the appearance of conflicts

of interest.

5. Engineers shall build their professional reputation on the merit of their services and

shall not compete unfairly with others.

6. Engineers shall associate only with reputable persons or organizations.

7. Engineers shall issue public statements only in an objective and truthful manner.

8. Engineers shall consider environmental impact in the performance of their

professional duties.

9. Engineers shall consider sustainable development in the performance of their

professional duties.


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GENERAL RULES

Rule 1: Engineers shall build their professional reputation on the merit of their services and

shall avoid unfair competition with others.

Rule 2: Engineers shall continue their professional development throughout their careers, and

shall provide opportunities for professional development to engineers and technicians

under their supervision.

Rule 3: Engineers shall uphold and enhance the honor, integrity and dignity of the

engineering profession, and shall discharge their duties in a manner that foster and

consolidate these values in the local community or worldwide.

Rule 4: Engineers shall act in professional matters as faithful agents or trustee for their

employers/clients, and shall avoid conflicts of interest.

Rule 5: Engineers shall be objective and truthful in presenting their judgments, statements or

testimony, which shall be restricted to their areas of competence and professional

specialty.

Rule 6: Engineers shall hold paramount the principles of safety and environmental protection

in discharging their professional duties with an ultimate goal of maintaining

individual and public interests.

The above rules are detailed in the following:

Rule 1: Engineers shall build their professional reputation on the merit of their services

and shall avoid unfair competition with others.

1-1 Engineers shall not give or solicit either directly or indirectly gratuity, commissions or

compensations in order to secure work business or to influence its approval.

Engineers shall not offer any unprofessional concessions that might be used to

influence other competitors.

1-2 Engineers shall not improperly attempt to supplant other engineers knowingly that

certain steps were taken towards their assignment or after been assigned.

1-3 Engineers shall not maliciously injure the professional reputation or practice of other

engineer through direct or indirect criticism.

http://www.saudieng.org/


1-4 Engineers shall not exaggerate the nature and extent of their previous engagements

and responsibilities. They shall not falsify or permit misinterpretation of their

academic or professional qualifications or previous achievements, whether for they,

subordinates, associates or employers.

1-5 Engineers should negotiate contracts for professional service on the basis of

demonstrated competence, qualifications, professional experience, size and scope of

work. Engineers shall consider fair suitable compensations for other professionals,

and shall strive to enhance trust among the contract parties.

1-6 Engineers shall always consider public interests in estimating fees of the engineering

services.

1-7 Engineers shall not undertake or agree to perform a free of charge engineering

assignment if the professional level of such service would be compromised.

1-8 Engineers shall not announce for their engineering services in a non-objective manner

as a mean for advertisement. They shall not permit contractors, suppliers or

manufacturers to use their names in commercial advertisements unless their actual

contributions are reflected in the advertisement.

Rule 2: Engineers shall continue their professional development throughout their

careers, and shall provide opportunities for professional development to engineers and

technicians under their supervision.

2-1 Engineers should strive to upgrade their professional levels through using adequate

means such as, engaging in professional events, presenting research papers and

technical studies, attending international professional meetings, and shall encourage

engineers and technicians under their supervision to that end.

2-2 Engineers shall-give proper credit for engineering work to those to whom credit is

due, and shall recognize the proprietary interests of others. Engineers shall name the

person(s) responsible for designs, inventions or other accomplishments whenever

possible.

2-3 Engineers shall observe fairness in entrusting other members with engineering

assignments, which should be appropriate to their experience and training.

2-4 Engineers engaged in recruitment shall provide candidate engineers with all

information related to the work conditions and the proposed paste they shall also

inform them of any changes after recruitment. Engineers shall estimate fair wages and

compensations for those working in the engineering field.

Rule 3: Engineers shall uphold and enhance the honor, integrity and dignity of the

engineering profession, and shall discharge their duties in a manner that foster and

consolidate these values in the local community or worldwide.

3-1 Engineers shall undertake to implement the code of professional ethics in discharging

their duties. They shall actively participate in educational, professional and training

activities in the academic and professional institutions as well as commercial


organizations, to enhance and foster these values and disseminate engineering

awareness among the public.

3-2 Engineers shall build their professional responsibilities on the principles appreciated

and respected by the public. They shall not contribute in any products that may be

used in an immoral or prohibited manner, or have an immediate or potential risks.

3-3 Engineers shall report to Saudi Council of Engineers any dispute over the code of

ethics. In all cases priorities are defined as follows. Government regulations and

judiciary rules precede professional by-laws, professional by-laws precede business

contracts and personal interests.

3-4 Engineers shall not permit the use of their names or associates in other’s commercial

business if they have reasons to believe that they engage in ‘business or professional

practices of a fraudulent, dishonest or unethical nature.’

3-5 Engineers shall not attempt to use relation business association or partnership with

others as means to conceal malpractices and unprofessional conduct.

Rule 4: Engineers shall act in professional matters as faithful agents or trustee for their

employers/ clients and shall avoid conflicts of interest.

4-1 Engineers shall dedicate their technical knowledge and experience to the benefit of

their employers/clients. Engineers shall assume the responsibilities for their

professional practices, and admit mistakes as it occurred, they shall avoid twisting or

warping facts to justify wrong decisions.

4-2 Engineers shall not disclose confidential information coming to them in the course of

their assignments, or use such information as a means of making personal profit

without approval of their clients/employers, unless in particular situations where the

regulations permit such disclosure in accordance with the ethical principles and

values. In all cases these information must not be used if such action is adverse to the

interests of their clients/employers or the public.

4-3 Engineers shall act in a fair integer manner with all parties related to business

contracts under their management, and in negotiating recruiting of others. Engineers

shall not engage into any professional assignments unless there is clear agreement

with the client/employer which enable them to perform enhancements designs

innovations and allows for protecting their intellectual property rights. Engineers

shall not use deceptive methods to attract others to work with them.

4-4 Engineers shall not accept any professional employment outside their regular work

without knowledge of their employers. Engineers shall not use their employer's

equipments, supplies, and laboratory or office facilities to carry on outside private

practice without the consent of their employer.

4-5 Engineers shall not review other member's professional works without their

knowledge, or only after their engagement with that project has been terminated or

accomplished, unless the nature of their work requires such revisions.


4-6 Engineers working in sales and industries shall have the right to conduct comparative

evaluation between their products and others; they shall limit offering engineering

consulting services, designs or recommendations only to cover the products they are

marketing.

4-7 Engineers shall avoid all conflicts of interest with their clients/employers and shall

promptly inform their clients/employers of any business association or interests or any

other circumstances that may influence their judgments or the quality of their service.

Engineers shall not commit themselves to professional assignments of potential

conflicts of interest with their employer/client.

4-8 Engineers shall not accept financial compensation or else from more than one party

for services on the same project, or for services pertaining to the same project, unless

the circumstances are fully disclosed to and agreed upon by all interested parties.

Engineers shall not solicit or accept gratuities of any kind directly or indirectly from

contractors, their agents, or other parties dealing with their clients/employers in

connection with work for which they are responsible. This includes free engineering

designs presented by suppliers to influence engineer’s judgments on project

specification.

Rule 5: Engineers shall be objective and truthful in presenting their judgments.

statements or testimony which shall be restricted to their areas of competence and

professional specialty.

5-1 Engineers shall be objective, truthful, and independent in their professional decisions

within areas of their qualification by education or experience. Engineer’s judgment

shall bound only by the scientific and professional considerations. They shall make

use of all available specialized expertise and seek assistant from other qualified

colleagues to perform tasks in other areas of specialty.

5-2 Engineers when acting as expert witnesses before the court or official bodies, their

testimony on engineering matters shall reflect an honest truthful professional

judgment based on full knowledge of the facts.

5-3 Engineers shall issue no reports, statements, or criticism on engineering matter which

are inspired or paid for by an interested party(s), unless they indicate clearly on whose

behalf the statements are made.

5-4 Engineers shall be dignified and modest in presenting their work and merit. They shall

avoid any act tending to promote their personal interests at the expense of profession

honor, dignity, and integrity.

5-5 5-5 Whenever conflicts arise between values/principles and the professional services.

Engineers priority options shall be as follows: Favor human values over physical

considerations. Favor human rights issues over production and exploitation of

technology. Favor general welfare of the society over personal interests .Favor safety

and security over occupational performance and tangible benefits of technical

solutions.


Rule 6: Engineers shall hold paramount the principles of safety and environmental

protection in discharging their professional duties with an ultimate goal of maintaining

individual and public interests.

6-1 Engineers shall bound to the highest accepted standards of public safety and

environment protection principles in be design documents prepared or reviewed by

them. Engineering judgments, decisions, and practices. Engineers shall inform their

clients or employers of the possible consequences of any threat or potential risk to the

safety, heath, and welfare of the public that may result from a proposed engineering

solution.

6-2 Engineers shall provide wherever possible publications illustrating testing instructions

and quality control measures for their products and services with the intension of

spreading public awareness to safety and security levels or life cycle of their designs,

systems or products.

6-3 Engineers shall strive to provide constructive service to the nation in conformity with

the prevailing standards and values. Engineers shall undertake to provide safety

measures in the performance of their professional duties to enhance the welfare and

interest of the public.

6-4 Engineers who notice situations or circumstances where the safety, health, and

welfare of the public are endangered shall inform the concerned authority and shall

cooperate with the proper authorities in furnishing further information, assistance,

adequate review to the safety and validity of the products/systems as may be required.

integrated lec notes

Documents

definition of design

composition of design

example motorcycle design

development of design

conceptual design review

lecture notes

brief history of design

lecture outlines