Green Process Engineering Design Methodology

2015 ◽  
pp. 3-26 ◽  
Author(s):  
Catherine Azzaro-Pantel
Keyword(s):  
Engineering Design ◽  
Design Methodology ◽  
Process Engineering ◽  
Green Process

scholarly journals Membrane Engineering for Green Process Engineering

Engineering ◽  
2017 ◽  
Vol 3 (3) ◽  
pp. 290-298 ◽  
Author(s):  
Francesca Macedonio ◽  
Enrico Drioli
Keyword(s):  
Process Engineering ◽  
Green Process ◽  
Membrane Engineering

Green Process Engineering

2009 ◽  
Vol 51 (2) ◽  
pp. v-vi ◽  
Author(s):  
Anil Kumar Saroha
Keyword(s):  
Process Engineering ◽  
Green Process

scholarly journals CASE STUDY IN SYSTEMATIC DESIGN ENGINEERING – BOW THRUSTER COVERS

2012 ◽  
Author(s):  
W Ernst Eder
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Design Science ◽  
Process Engineering ◽  
Design Engineering ◽  
Learning Design ◽  
Systematic Design ◽  
Methodical Approach ◽  
Novel Design

Students learning design engineering at times need a good example of procedure for novel design engineering. The systematic heuristic-strategic use of a theory to guide the design process – Engineering Design Science – and the methodical design process followed in this case study is only necessary in limited situations. The full procedure should be learned, such that the student can select appropriate parts for other applications. Creativity is usually characterized by a wide search for solutions, especially those that are innovative. The search can be helped by this systematic and methodical approach. This case example is presented to show application of the recommended method, and the expected scope of the output, with emphasis on the stages of conceptualizing. The case follows a novel design problem of a mechanism to open and close the bow thruster covers for the Caravan Stage Barge.

scholarly journals Experiential Learning vs Systematic Prescriptions in Engineering Design: A Crossroads for Education

2018 ◽  
Author(s):  
G. R. Gressfc ◽  
S. Li ◽  
R. W. Brennan
Keyword(s):  
Engineering Design ◽  
Design Methodology ◽  
Design Research ◽  
Great Difficulty ◽  
Research Literature ◽  
Classical Design ◽  
Classical Methodology ◽  
Successful Design ◽  
Research And Education ◽  
Visual Domain

The systematic, non-experiential prescriptions of classical design methodology continue to have a strong presence in large segments of design research and education while another segment sees domain experience and consequent intuition and creativity as being key to successful design. In this paper the two approaches are outlined and the empirical research literature in human behaviour is employed to discern discrepancies and potential weaknesses. Results show that gaining experience in a domain intrinsically changes how one designs, which the classical methodology does not account for. For example, only designers with tactile and visual domain experience can abstract functions per the dictates of the classical (non-experiential) methodology, which means that they cannot have used the methodology to learn basic design in the first place – or did so only with great difficulty. This and other conflicts pose problems for the education of engineering design students, and to fathom their extent this paper surveys engineering design textbooks offered in Canada and the U. S.; all of the books are found to embrace the classical methodology. If they are to remain involved in preparing students for entry into industry then some aspects of their contained classical methodology must be supplanted by experiential approaches to design educatio

scholarly journals CONCEPTUALIZE–DESIGN ENHANCEMENT OF SYSTEMATIC DESIGN ENGINEERING METHOD

2013 ◽  
Author(s):  
W. Ernst Eder
Keyword(s):  
Life Cycle ◽  
Engineering Design ◽  
Design Methodology ◽  
Engineering Method ◽  
Design Engineering ◽  
Systematic Design ◽  
Transformation System ◽  
Levels Of Abstraction ◽  
Case Examples ◽  
Decomposition Of Functions

The engineering design methodology of Pahl and Beitz is good in the detailed stages, but needs enhancement in the early stages of conceptualizing and embodiment-in-principle. The concept of ‘functions’ has been enhanced by Hubka and colleagues. A ‘functional basis’ (Hirtz et al) has improved the definitions of ‘flows’ and ‘functions’, their work does not go far enough to provide a basis for conceptualizing. ‘Affordances’ (Maier and Fadel) are covered by full use of systematic conceptualizing of design engineering solutions. The Pahl-Beitz model and method of ‘decomposition of functions’, ‘physics’, and components is contrasted with the Hubka models of a transformation system, TrfS, its constituents, structures, properties life cycle, etc., and their use as method for design engineering by searching for alternative embodiments at each of these levels of abstraction. These steps are illustrated in (to date) 21 case examples published between 1976 and 2012, several of them in the CEEA conferences and their predecessors.

scholarly journals REFLECTING ON THE USE OF DESIGN METHODOLOGY IN ENGINEERING DESIGN EDUCATION

2019 ◽  
Author(s):  
S. Li ◽  
G. Gress ◽  
P. Ziadé
Keyword(s):  
Engineering Design ◽  
Design Education ◽  
Design Methodology ◽  
Course Delivery ◽  
Engineering Design Education ◽  
Need Support ◽  
Design Activities ◽  
Design Ideas ◽  
Context Free ◽  
Capstone Design

In the teaching of engineering design, it may be common to use design methodology (DM), as documented in several textbooks, in the course delivery.  However, considerable drawbacks could be observed in our case when DM is taken as the major guidance for a capstone design course. We argue that DM tends to prescribe some context-free methods and procedures, which cannot be easily applied by students to their capstone design projects. At the same time, we observe that students need support to characterize a design problem, integrate technical knowledge in design activities and verify design ideas. These aspects require analytical and critical thinking, where DM may not be particularly helpful for students. In the five-year journey of deemphasizing DM in a capstone design course, we have explored and examined various pedagogical approaches such as online modules, design labs and peer evaluations.  Without the teaching of DM, the pedagogical strategy needs to be carefully planned to deliver specific learning in engineering design.  

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