scholarly journals Physical Design Tools Support and Hinder Innovative Engineering Design

Author(s):  
J. Jang ◽  
C. D. Schunn
2021 ◽  
Vol 26 (5) ◽  
pp. 1-25
Author(s):  
Heechun Park ◽  
Bon Woong Ku ◽  
Kyungwook Chang ◽  
Da Eun Shim ◽  
Sung Kyu Lim

Studies have shown that monolithic 3D ( M3D ) ICs outperform the existing through-silicon-via ( TSV ) -based 3D ICs in terms of power, performance, and area ( PPA ) metrics, primarily due to the orders of magnitude denser vertical interconnections offered by the nano-scale monolithic inter-tier vias. In order to facilitate faster industry adoption of the M3D technologies, physical design tools and methodologies are essential. Recent academic efforts in developing an EDA algorithm for 3D ICs, mainly targeting placement using TSVs, are inadequate to provide commercial-quality GDS layouts. Lately, pseudo-3D approaches have been devised, which utilize commercial 2D IC EDA engines with tricks that help them operate as an efficient 3D IC CAD tool. In this article, we provide thorough discussions and fair comparisons (both qualitative and quantitative) of the state-of-the-art pseudo-3D design flows, with analysis of limitations in each design flow and solutions to improve their PPA metrics. Moreover, we suggest a hybrid pseudo-3D design flow that achieves both benefits. Our enhancements and the inter-mixed design flow, provide up to an additional 26% wirelength, 10% power consumption, and 23% of power-delay-product improvements.


2020 ◽  
Vol 1 ◽  
pp. 2129-2138
Author(s):  
M. Saidani ◽  
H. Kim ◽  
F. Cluzel ◽  
Y. Leroy ◽  
B. Yannou

AbstractThis paper investigates and questions the relevance of product-centric circularity indicators in a product design context. To do so, reviews of eco-design tools and critical analyses of circularity indicators at the micro level of circular economy implementation are combined with a new workshop experimenting four of these indicators with the aim to improve the circularity performance of an industrial product. On this basis, the four tool-based circularity indicators tested are mapped on the engineering design and development process, and are positioned among the pool of main eco-design tools.


Author(s):  
Zahed Siddique

In most instances engineering design courses are offered during the senior year of the undergraduate curriculum. These senior level design courses allow the students to apply different engineering concepts to design a product, with the expectation of preparing engineering students for a distributed and global workplace. Another possible alternative is to provide a simulated education environment where students can design products in a distributed and collaborative environment. The use of Internet in education has opened the possibility to explore and adopt new approaches to teach distributed collaborative engineering design and analysis. The Internet Design Studio, presented in this paper, tries to fulfill this need. In the Internet Design Studio each student is provided with a virtual design studio space for each project. The design studio spaces can be imagined as a virtual space containing design tools, applications, software and theoretical materials that facilitates students to design and perform analysis. Conceptually, a student enters the studio space and grabs appropriate tools to perform different design tasks. The design tools in the Internet Design Studio are web-based and support collaborations by allowing multiple users to view, discuss, create and utilize same models of the product to perform analysis. In this paper the framework of the Internet Design Studio is presented. The applicability of the framework is demonstrated through the use of several multi-designer collaborative design tools.


Author(s):  
Jacquelyn K. Stroble ◽  
Robert B. Stone ◽  
Steve E. Watkins

Engineering education has been evolving over the last few decades to include more engineering design courses in the curriculum or offer a new degree altogether that allows one to design a unique degree suited to his or her own interests and goals. These new engineering curricula produce engineers with strong backgrounds in fundamental engineering and design knowledge, which make them strong candidates for solving complex and multidisciplinary engineering problems. Many universities have embraced the need for multidisciplinary engineers and have developed interdisciplinary engineering design courses for many experience levels. Such courses build a foundation in engineering design through a unique series of lectures, real-world examples and projects, which utilize validated design tools and methodologies. This paper assesses the value of using design tools, web-based and downloadable, in undergraduate interdisciplinary design engineering courses. Six design tools are tested for their ability to increase the student’s knowledge of six design concepts. Also, the tools are evaluated for ease of use and if the different digital formats affect their educational impact. It was found that most students valued all the design tools and that the tools reinforced all but one design concept well. Quotes from the open-ended portion of the survey demonstrate the acceptance of the design tools and a general understanding of the importance of engineering design. The design tools, design concepts course goals, survey questions and survey results are discussed.


2007 ◽  
Vol 19 (2) ◽  
pp. 31-39 ◽  
Author(s):  
Jennifer A. Farris ◽  
Eileen M. Van Aken ◽  
Geert Letens ◽  
Kimberly P. Ellis ◽  
John Boyland

2021 ◽  
Author(s):  
Judy Lynn Village ◽  
Michael Greig ◽  
Saeed Zolfaghari ◽  
Filippo A. Salustri ◽  
W. P. Neumann

OCCUPATIONAL APPLICATIONS In a longitudinal collaboration with engineers and human factors specialists at an electronics manufacturer, five engineering design tools were adapted to include human factors. The tools, many with required human factors targets, were integrated at each stage of assembly design to increase the proactive application of human factors. This article describes the process of adapting the five tools within the collaborating organization. Findings suggest 12 key features of human factors tools, most importantly that they “fit” with engineering processes, language, and tools; directly address business goals and influence key metrics; and are quantifiable and can demonstrate change. To be effective in an engineering design environment, it is suggested that human factors specialists increase their understanding of their organization’s design process, learn which tools are commonly used in engineering, focus on important metrics for the business goals, and incorporate human factors into engineering-based tools and worksystem design practices in their organizations. TECHNICAL ABSTRACT Rationale: Design engineers use diverse tools in design, but few incorporate human factors, even though optimizing human performance can further improve operational performance. There is a need for practical tools to help engineers integrate human factors into production design processes. Purpose: This article demonstrates how five engineering design tools were adapted to include human factors and were integrated into design processes within the case study organization. It also provides features of an effective human factors tool and recommendations for practitioners. Method: A longitudinal collaboration with engineers and human factors specialists in a large electronics manufacturing organization allowed in vivo adaptation and testing of various tools in an action research methodology. Qualitative data were recorded from multiple sources, then transcribed and analyzed over a 3-year period. Results: The adapted tools integrated into each stage of the design process included the human factors process failure mode effects analysis, human factors design for assembly, human factors design for fixtures, workstation efficiency evaluator, and human factors kaizens. Each tool had a unique participatory development process; 12 features are recommended for effective human factors tools based on the findings herein. Most importantly, tools should “fit” with existing engineering processes, language, and tools; directly address business goals and influence key metrics; and be quantifiable and demonstrate change. Conclusions: Engineers and management responded positively to the five tools adapted for human factors because they were designed to help improve assembly design and achieve their business goals. Several of the human factors tools became required targets within the design process, ensuring that human factors considerations are built into all future design processes. Adapting engineering tools, rather than using human factors tools, required a shift for human factors specialists, who needed to expand their knowledge of engineering processes, tools, techniques, language, metrics, and goals.


Author(s):  
Mark Wlodyka ◽  
Bruno Tomberli

University engineering departments are often challenged to maintain state of the art manufacturing facilities due to the rapid technological changes that are occurring in industry. Older or obsolete engineering laboratory equipment, manufacturing machines, and design tools are difficult to replace due to limited department budgets, space, and staff resources.At Capilano University, where a hands-on project-based one semester first year engineering design class is offered, the Engineering department has taken a novel approach to meet the above challenge.The Engineering Design students are required to design, build, and test original prototype electrical circuits, and mechanical structures as part of their design projects. Construction of these student-designed units requires a rapid turnaround manufacturing facility to meet the peak demands of the students, capabilities that smaller universities are often limited in their ability to provide.To meet this specific requirement, a community-based private rapid prototyping design and manufacturing facility, Zen Maker Labs, was approached, and a partnership agreement has been developed. The agreement consisted of cooperation between the university and the Zen Maker Lab to support up to 60 engineering design students. The students were provided with tools, safety training, and support for manufacturing. The facility has provided CAD design stations, several 3D printers, laser cutters, and numerically controlled milling machines to support manufacturing of student designs. Access to the manufacturing facility was initially provided on subscription basis, where students used the library to “sign-out” membership cards, and access the facility on a controlled,  supervised basis. The controlling of student numbers through the  university library provided a method for managing student access to themanufacturing facility over a period of 8-10 weeks. This arrangement for laboratory access has recently been expanded through a revised collaboration arrangement, and has provided engineering design students with handson experience with several manufacturing technologies and CAD engineering modelling and design tools.


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