Development and Application of a Patent-Based Design Around Process

2010 ◽  
Author(s):  
Yeh-Liang Hsu ◽  
Po-Er Hsu ◽  
Yung-Chieh Hung ◽  
Ya-Dan Xiao
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Patent Analysis ◽  
Patent Infringement ◽  
Design Matrix ◽  
Design Concepts ◽  
Patent Information ◽  
Design Methodologies ◽  
Function Matrix

This research proposes a patent-based design process by systematically integrating patent information, the rules of patent infringement judgment, strategies of designing around patents, and innovation design methodologies. The purpose of the process is to systematically generate new design concepts that are local variations of one of the concerned patents but does not infringe with existing patents. The basic idea is to consider patent infringement before engineering design concepts are actually generated. In this process, first the designer conducts standard patent analysis to identify the related patents to be designed around. Each patent is then symbolized by a “design matrix” converted from the technology/function matrix of the patent. A design-around algorithm is developed to generate a new design matrix that does not infringe with design matrices of existing patents. Then the new design matrix is transformed back into a real engineering design using the “contradiction matrix” in TRIZ. A computerized design-around tool based on the innovative patent-based design process is also developed.

An Enhanced Axiomatic Design Process

1998 ◽  
Author(s):  
Hongqian Yu ◽  
Lily H. Shu ◽  
Ron Venter
Keyword(s):  
Design Process ◽  
Axiomatic Design ◽  
Design Matrix ◽  
Basic Design ◽  
House Of Quality ◽  
Functional Requirements ◽  
Customer Needs ◽  
Design Concepts ◽  
Quality Design

Abstract This paper describes an Axiomatic Design process enhanced by the House of Quality that combines the advantages of these two methods: 1) the House of Quality is used to translate customer needs into engineering specifications; 2) decomposition by theme is used to determine the Basic Functional Requirements; 3) engineering specifications are categorized into strategies, constraints, Quality Functional Requirements and possible Basic Functional Requirements; 4) Quality Functional Requirements are assigned to different Basic Functional Requirements; 5) Basic Design Matrix, Single Quality Design Matrix and Cross Quality Design Matrix are generated to study and evaluate design concepts from different aspects. By using this approach, it is possible that an improved understanding and higher efficiency of the design process may be achieved.

Which One Should I Pick? Concept Selection in Engineering Design Industry

2015 ◽  
Author(s):  
Christine A. Toh ◽  
Lisa M. Miele ◽  
Scarlett R. Miller
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Creative Process ◽  
Exploratory Study ◽  
Online Survey ◽  
Selection Process ◽  
Formal Concept ◽  
Design Practice ◽  
Concept Selection ◽  
Design Concepts

There has been a wealth of research focused on methods for encouraging creativity during the conceptual design process due to the innate importance of creativity in engineering design. However, much of the research has focused on creativity in student designers, often neglecting to consider how professional designers perceive creativity — particularly during concept selection. In addition, while there are many formal concept selection techniques that have been adopted in design practice, it is unknown what specific types of tools professional designers use to select design concepts or the importance designers place on creativity during this selection process. In order to address this research void, an exploratory study was conducted with 27 professional designers using an online survey to understand their perceptions of creativity and the use of concept selection techniques in design industry. The results of this study are used to identify the factors that effect concept selection and increase our understanding of the creative process in engineering design industry.

Effects of Industrial Experience and Coursework During Sophomore and Junior Years on Student Learning of Engineering Design

2006 ◽  
Vol 129 (7) ◽  
pp. 662-667 ◽  
Author(s):  
Reid Bailey
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Idea Generation ◽  
First Year ◽  
Process Knowledge ◽  
First Year Students ◽  
Industrial Experience ◽  
Design Concepts ◽  
Design Activities ◽  
Allot Time

While prior work indicates that seniors near the end of their capstone design course know more about design than first-year students, it is unclear where this knowledge is gained. We study two possible sources of seniors’ greater design knowledge: coursework during sophomore and junior years and industrial experience. The design process knowledge of seniors at the beginning of their capstone class was assessed and information about their industrial experience obtained. These data were compared to assessment data of first-year students at the end of an introduction to engineering design course. The results indicate that industrial experience greatly increases students’ recognition that documentation needs to occur throughout the design process. Seniors with industrial experience, however, are less aware that idea generation is an important part of design and are less able to allot time to different design activities than first-year students at the end of a hands-on introduction to engineering design course. For the remaining four aspects of design process knowledge assessed—namely, identifying the requirements for a project at the project’s outset, making decisions with a systematic process based on analysis, building and testing prototypes and final designs, and the overall layout of design including iteration—no differences are found between seniors with industrial experience and first-year students at the end of an introduction to engineering design course. One explanation for why industrial experience does not impact student’s design process knowledge positively in more areas than documentation is that students on internships only experience a small portion of a design process. Due to this “snapshot” experience, either (1) students are not able to learn a significant amount about the bigger picture design concepts or (2) students each learn about different aspects of design but, as a population, do not show any significant increase in design process knowledge. The one activity that all interns will experience is the necessity to document their work. Furthermore, seniors without industrial experience scored no differently than first-year students on any single aspect of design process knowledge measured. This indicates that analysis-heavy sophomore and junior classes do not impact design process knowledge.

Experience Design Applied to Research

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Andrea CAPRA ◽  
Ana BERGER ◽  
Daniela SZABLUK ◽  
Manuela OLIVEIRA
Keyword(s):  
Information Technology ◽  
Product Development ◽  
Design Process ◽  
Development Process ◽  
Product Development Process ◽  
Experience Design ◽  
Low Resolution ◽  
Design Concepts ◽  
Innovative Products ◽  
Technological Products

An accurate understanding of users' needs is essential for the development of innovative products. This article presents an exploratory method of user centered research in the context of the design process of technological products, conceived from the demands of a large information technology company. The method is oriented - but not restricted - to the initial stages of the product development process, and uses low-resolution prototypes and simulations of interactions, allowing users to imagine themselves in a future context through fictitious environments and scenarios in the ambit of ideation. The method is effective in identifying the requirements of the experience related to the product’s usage and allows rapid iteration on existing assumptions and greater exploration of design concepts that emerge throughout the investigation.

Exploring the Engineering Design Process Through Computer-Aided Design and 3-D Printing

Science Scope ◽  
2017 ◽  
Vol 041 (01) ◽  
Author(s):  
Nicholas Garafolo ◽  
Nidaa Makki ◽  
Katrina Halasa ◽  
Wondimu Ahmed ◽  
Kristin Koskey ◽  
...  
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Computer Aided Design ◽  
Engineering Design Process ◽  
Computer Aided ◽  
Aided Design

scholarly journals Challenging the engineering design process for the development of facial masks in the constraint of the COVID-19 pandemic

Procedia CIRP ◽  
2021 ◽  
Vol 100 ◽  
pp. 660-665
Author(s):  
Giovanni Formentini ◽  
Núria Boix Rodríguez ◽  
Claudio Favi ◽  
Marco Marconi
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Engineering Design Process

Classification of Iteration in Engineering Design Processes

1998 ◽  
Author(s):  
Michael J. Safoutin ◽  
Robert P. Smith
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Design Automation ◽  
Automated Design ◽  
Design Processes ◽  
Standard Definition ◽  
Design Iteration ◽  
Formal Study ◽  
Poor Understanding

Abstract As engineering design is subjected to increasingly formal study, an informal attitude continues to surround the topic of iteration. Today there is no standard definition or typology of iteration, no grounding theory, few metrics, and a poor understanding of its role in the design process. Existing literature provides little guidance in investigating issues of design that might be best approached in terms of iteration. We review contributions of existing literature toward the understanding of iteration in design, develop a classification of design iteration, compare iterative aspects of human and automated design, and draw some conclusions concerning management of iteration and approaches to design automation.

The Roles of Features and Abstraction in Mechanical Design

1994 ◽  
Author(s):  
LeRoy E. Taylor ◽  
Mark R. Henderson
Keyword(s):  
Life Cycle ◽  
Engineering Design ◽  
Design Process ◽  
Design Research ◽  
Mechanical Design ◽  
Product Modeling ◽  
Product Models ◽  
Mechanical Products ◽  
Unique Framework ◽  
The Relationship

Abstract This paper describes the roles of features and abstraction mechanisms in the mechanical design process, mechanical designs, and product models of mechanical designs. It also describes the relationship between functions and features in mechanical design. It is our experience that many research efforts exist in the areas of design and product modeling and, further, that these efforts must be cataloged and compared. To this end, this paper culminates with the presentation of a multi-dimensional abstraction space which provides a unique framework for (a) comparing mechanical engineering design research efforts, (b) relating conceptual objects used in the life cycle of mechanical products, and (c) defining a product modeling space.

Using DIME maps and STEM project-based learning to teach physics

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Michael S. Rugh ◽  
Donald J. Beyette ◽  
Mary Margaret Capraro ◽  
Robert M. Capraro
Keyword(s):  
Educational Technology ◽  
High School Students ◽  
Engineering Design ◽  
Design Process ◽  
Teaching Method ◽  
Slow Motion ◽  
Project Based Learning ◽  
School Students ◽  
Content Type ◽  
Engineering Design Process

Purpose The purpose of this study is to examine a week-long science, technology, engineering and mathematics (STEM) project-based learning (PBL) activity that integrates a new educational technology and the engineering design process to teach middle and high school students the concepts involved in rotational physics. The technology and teaching method described in this paper can be applied to a wide variety of STEM content areas. Design/methodology/approach As an educational technology, the dynamic and interactive mathematical expressions (DIME) map system automatically generates an interactive, connected concept map of mathematically based concepts extracted from a portable document format textbook chapter. Over five days, students used DIME maps to engage in meaningful self-guided learning within the engineering design process and STEM PBL. Findings Using DIME maps within a STEM PBL activity, students explored the physics behind spinning objects, proposed multiple creative designs and built a variety of spinners to meet specified criteria and constraints. Practical implications STEM teachers can use DIME maps and STEM PBL to support their students in making connections between what they learn in the classroom and real-world scenarios. Social implications For any classroom with computers, tablets or phones and an internet connection, DIME maps are an accessible educational technology that provides an alternative representation of knowledge for learners who are underserved by traditional methods of instruction. Originality/value For STEM teachers and education researchers, the activity described in this paper uses advances in technology (DIME maps and slow-motion video capture on cell phones) and pedagogy (STEM PBL and the engineering design process) to enable students to engage in meaningful learning.

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