scholarly journals A DESCRIPTIVE MODEL OF THE DESIGNER'S PROBLEM-SOLVING ACTIVITY DURING THE LATER PHASES OF THE MECHANICAL ENGINEERING DESIGN PROCESS

2011 ◽  
Author(s):  
Damien Motte ◽  
Per-Erik Andersson ◽  
Robert Bjärnemo
Keyword(s):  
Problem Solving ◽  
Design Process ◽  
Mechanical Engineering ◽  
Descriptive Model ◽  
Detail Design ◽  
Embodiment Design ◽  
Engineering Design Process ◽  
Conceptual Design Phase ◽  
Further Development ◽  
Tools And Methods

Many specific and precise methods that support the mechanical engineering designer’s work during the conceptual design phase exist, while only a few general methods address the embodiment design and detail design phases. Our study presents the pattern of the designer’s problem-solving activity during the later phases of the design process. This model is in-tended to serve as a basis for further development of tools and methods directly oriented towards the de-signer at work in these stages of the design process. The descriptive model presented here is developed through observations of six designers at work in con-trolled experiments, and follows a previous study published elsewhere.

scholarly journals COMPARATIVE STUDY OF THE STUDENT'S DESIGN PROCESS: IMPLICATIONS FOR THE TEACHING OF LATER PHASES OF THE MECHANICAL ENGINEERING DESIGN PROCESS

2011 ◽  
Author(s):  
Damien Motte ◽  
Per-Erik Andersson ◽  
Robert Bjärnemo
Keyword(s):  
Mechanical Engineer ◽  
Comparative Study ◽  
Engineering Design ◽  
Design Process ◽  
Mechanical Engineering ◽  
Design Work ◽  
Detail Design ◽  
Embodiment Design ◽  
Engineering Design Process ◽  
Tools And Techniques

Most methods that guide the designer through the later phases of the design process are general in nature, and it is up to the designer to organize the design work using the tools and techniques available. This process also relies greatly on experience, which is quite a challenge for students, who are mostly novices in the area. In a comparative study, the evolution of the experience and skills acquired by the students in performing design tasks during the embodiment design and detail design phases has been analyzed. The re-sults indicate the main directions for improvement in teaching the later phases of the mechanical engineer-ing design process.

Toward a Systematic Design Process for Apparel

2015 ◽  
Author(s):  
Yu Zhao ◽  
Dong He ◽  
Y. Lin ◽  
W. J. Zhang
Keyword(s):  
Design Process ◽  
General Term ◽  
Design Approach ◽  
Systematic Design ◽  
Apparel Design ◽  
Detail Design ◽  
Embodiment Design ◽  
Task Classification ◽  
Product Design Process ◽  
Apparel Product

This paper first provides a critical review of the literature regarding the contemporary apparel (product) design process, and then proposes a new apparel design process. Apparel is a general term for products which covers dress, skirt, etc. The new apparel design process applies a so-called systematic design approach well known to field of design. The systematic design approach classifies a design into four phases, namely, task classification, conceptual design, embodiment design, and detail design. The four phases are then tailored to apparel design. The new apparel design process is thus more rational and systematic. The paper uses a gown (a type of apparel) design as a case to illustrate the benefit of this new apparel design process, i.e., improved potentials to make apparel design more creative and efficient.

Life Cycle Assessment in Different Product Design Stages - A Coffee Pot Case Study

2010 ◽  
Vol 34-35 ◽  
pp. 988-994 ◽  
Author(s):  
Sui Ran Yu ◽  
Rui Bin Zhang
Keyword(s):  
Life Cycle Assessment ◽  
Life Cycle ◽  
Design Process ◽  
Decision Matrix ◽  
Design Decisions ◽  
Software Designers ◽  
Detail Design ◽  
Environmental Friendly ◽  
Conceptual Design Phase

This paper presents a life cycle assessment (LCA) method in different design process. This method can help product designers to make more environmental friendly design decisions in the design process. In this method, product’s LCA model is established in product conceptual design phase with the aid of decision matrix. Thereafter, the model is improved in the latter design phases, especially in product detail design phases. In this process, with the help of LCA software, designers can evaluate different design options and get LCA results when necessary to guide the design process. Finally, a case study of designing a coffee pot is provided in this paper to illustrate the efficiency and effectiveness of this method. The case study shows that the method performs very well in the design process. It can be used to help designers to make more environmental friendly design decisions.

Designing a Capstone Design Course to Achieve Student Outcomes

2014 ◽  
Author(s):  
Vincent Wilczynski ◽  
Andrew C. Foley
Keyword(s):  
Program Evaluation ◽  
Engineering Design ◽  
Design Process ◽  
Natural Environment ◽  
Student Outcomes ◽  
Mechanical Engineering ◽  
Engineering Design Process ◽  
Structure Assessment ◽  
Design Projects ◽  
Capstone Design

The assessment of Student Outcomes is an import component for program evaluation and improvement. Though not proposed as the only tool a program should employ to measure the achievement of outcomes, the capstone design course can be a valuable mechanism to measure performance with regards to Student Outcomes. Because of the expansive reach of the engineering design process, capstone design projects present a natural environment to structure assessment activities that directly map to Student Outcomes. This paper presents versions of the Mechanical Engineering capstone design course that have been specifically structured to assess achievement of Student Outcomes commonly included in engineering accreditation criteria. Typically the outcomes are assessed by assignments that guide the engineering design process.

scholarly journals CURRICULUM AS AN ENGINEERING DESIGN PROBLEM

2011 ◽  
Author(s):  
D. W. Ruth ◽  
M. G. Britton
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Design Problem ◽  
Mechanical Engineering ◽  
Engineering Program ◽  
Arts And Humanities ◽  
Engineering Design Process ◽  
The Arts ◽  
Engineering Design Problem ◽  
Rules Of Thumb

If the teaching of engineering is indeed the practice of engineering, then it stands to reason that the development of engineering curricula can be treated as an engineering design problem. In this paper, the authors apply the engineering design process to develop a list of courses, for a Mechanical Engineering Program, that conforms to the constraints of the Canadian system of engineering accreditation. For the purpose of this exercise, the following steps are used to define the engineering design process: identical and delimit the problem, establish the outline of the solution (and alternatives), break the problem into its constituent parts, analyze the parts, synthesize the parts into a final configuration, and document the solution. The limits and constraints on the solution are based on the criteria specified by the Canadian Engineering Accreditation Board (CEAB), the syllabus specified by the Canadian Engineering Qualifications Board (CEQB), some common rules-of-thumb, and previously published work by the authors. By utilizing the engineering design process, schools of engineering and applied science can ensure that their curricula, at least at the level of the course specification, will conform to the CEAB and CEQB requirements. As a final exercise, variations on the curriculum are studied to analyze the possibility of introducing such additional elements as options and minors, expanded studies in the arts and humanities, and development of skills in additional languages.

A Comparative Analysis of the Theory of Inventive Problem Solving and the Systematic Approach of Pahl and Beitz

1996 ◽  
Author(s):  
Johan Malmqvist ◽  
Roger Axelsson ◽  
Mikael Johansson
Keyword(s):  
Comparative Analysis ◽  
Problem Solving ◽  
Design Process ◽  
Process Model ◽  
Systematic Approach ◽  
Systems Design ◽  
Engineering Systems ◽  
Whole Process ◽  
Detail Design ◽  
Design Process Model

Abstract This paper presents a comparative analysis of two design methodologies; the Theory of Inventive Problem-Solving (TIPS) and the systematic approach of Pahl and Beitz (SAPB). The methodologies are compared with respect to a number of aspects; similarities and differences are highlighted. It is then suggested that a more powerful methodology may result if the methodologies are unified and that such a unification should use SAPB as an underlying design process model being complemented by TIPS elements at certain points. This is because the SAPB has a wider scope as a design process model, covering the whole process from task clarification to detail design and component as well as systems design, whereas TIPS features some very useful elements (engineering systems evolution laws, standards and principles) that are not included in the SAPB.

A Team-Based Undergraduate Module in Embodiment Design

1999 ◽  
Author(s):  
Brian W. Henson
Keyword(s):  
Engineering Design ◽  
Learning Outcomes ◽  
Design Process ◽  
Mechanical Engineering ◽  
Reliability And Validity ◽  
Embodiment Design ◽  
3D Solid ◽  
The University ◽  
3D Solid Modeling ◽  
Level 2

Abstract This paper describes a new module in embodiment design that updates the teaching of engineering design at Level 2 in the School of Mechanical Engineering at the University of Leeds. The new module is team-based, uses a 3D solid modeling system and emphasizes the process over the product of the design process. The module replaces one in which students worked alone to produce a detailed drawing of a sub-assembly at a drafting board. The development and content of the module, and the congruency of the learning outcomes with the level objectives, are described. Problems associated with the reliability and validity of assessing process-oriented team-based projects are considered.

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