Engineering design : a project-based introduction /
Clive L. Dym, Patrick Little and Elizabeth J. Orwin.
- Fourth edition.
- xvi, 320 pages : illustrations ; 24 cm.
Includes bibliographical references (pages 309-314) and index.
Machine generated contents note: pt. I INTRODUCTION -- ch. 1 Engineering Design -- What does it mean to design something? Is engineering design different from other kinds of design? -- 1.1. Where and when do engineers design? -- 1.2.A basic vocabulary for engineering design -- 1.2.1. Defining engineering design -- 1.2.2. Assumptions underlying our definition of engineering design -- 1.2.3. Measuring the success of an engineered design -- 1.2.4. Form and function -- 1.2.5. Design and systems -- 1.2.6.Communication and design -- 1.3. Learning and doing engineering design -- 1.3.1. Engineering design problems are challenging -- 1.3.2. Learning design by doing -- 1.4. Managing engineering design projects -- 1.5. Notes -- ch. 2 Defining A Design Process And A Case Study -- How do I do engineering design? Can you show me an example? -- 2.1. The design process as a process of questioning -- 2.2. Describing and prescribing a design process -- 2.3. Informing a design process -- 2.3.1. Informing a design process by thinking strategically -- 2.3.2. Informing a design process with formal design methods -- 2.3.3. Acquiring design knowledge to inform a design process -- 2.3.4. Informing a design process with analysis and testing -- 2.3.5. Getting feedback to inform a design process -- 2.4. Case study: Design of a stabilizer for microlaryngeal surgery -- 2.5. Illustrative design examples -- 2.6. Notes -- pt. II THE DESIGN PROCESS AND DESIGN TOOLS -- ch. 3 Problem Definition: Detailing Customer Requirements -- What does the Client require of this design? -- 3.1. Clarifying the initial problem statement -- 3.2. Framing customer requirements -- 3.2.1. Lists of design attributes and of design objectives -- 3.3. Revised problem statements: Public statements of the design project -- 3.4. Designing an arm support for a CP-afflicted student -- 3.5. Notes -- ch. 4 Problem Definition: Clarifying The Objectives -- What is this design intended to achieve? -- 4.1. Clarifying a client's objectives -- 4.1.1. Representing lists of objectives in objectives trees -- 4.1.2. Remarks on objectives trees -- 4.1.3. The objectives tree for the juice container design -- 4.2. Measurement issues in ordering and evaluating objectives -- 4.3. Rank ordering objectives with pairwise comparison charts -- 4.3.1. An individual's rank orderings -- 4.3.2. Aggregating rank orderings for a group -- 4.3.3. Using pairwise comparisons properly -- 4.4. Developing metrics to measure the achievement of objectives -- 4.4.1. Establishing good metrics for objectives -- 4.4.2. Establishing metrics for the juice container -- 4.5. Objectives and metrics for the Danbury arm support -- 4.6. Notes -- ch. 5 Problem Definition: Identifying Constraints -- What are the limits for this design problem? -- 5.1. Identifying and setting the client's limits -- 5.2. Displaying and using constraints -- 5.3. Constraints for the Danbury arm support -- 5.4. Notes -- ch. 6 Problem Definition: Establishing Functions -- How do I express a design's functions in engineering terms? -- 6.1. Establishing functions -- 6.1.1. Functions: Input is transformed into output -- 6.1.2. Expressing functions -- 6.2. Functional analysis: Tools for establishing functions -- 6.2.1. Black boxes and glass boxes -- 6.2.2. Dissection or reverse engineering -- 6.2.3. Enumeration -- 6.2.4. Function-means trees -- 6.2.5. Remarks on functions and objectives -- 6.3. Design specifications: Specifying functions, features, and behavior -- 6.3.1. Attaching numbers to design specifications -- 6.3.2. Setting performance levels -- 6.3.3. Interface performance specifications -- 6.3.4. House of quality: Accounting for the customers' requirements -- 6.4. Functions for the Danbury arm support -- 6.5. Notes -- ch. 7 Conceptual Design: Genera Ting Design Rnatives -- How do I generate or create feasible designs -- 7.1. Generating the "design space," a space of engineering designs -- 7.1.1. Defining a design space by generating a morphological chart -- 7.1.2. Thinking metaphorically and strategically -- 7.1.3. The 6-3-5 method -- 7.1.4. The C-sketch method -- 7.1.5. The gallery method -- 7.1.6. Guiding thoughts on design generation -- 7.2. Navigating, expanding, and contracting design spaces -- 7.2.1. Navigating design spaces -- 7.2.2. Expanding a design space when it is too small -- 7.2.3. Contracting a design space when it is too large -- 7.3. Generating designs for the Danbury arm support -- 7.4. Notes -- ch. 8 Conceptual Design: Evaluating Design Alternatives And Choosing A Design -- Which design should I choose? Which design is "best"? -- 8.1. Applying metrics to objectives: Selecting the preferred design -- 8.1.1. Numerical evaluation matrices -- 8.1.2. Priority checkmark method -- 8.1.3. The best-of-class chart -- 8.1.4. An important reminder about design evaluation -- 8.2. Evaluating designs for the Danbury arm support -- 8.3. Notes -- pt. III DESIGN COMMUNICATION -- ch. 9 Communicating Designs Graphically -- Here's my design; can you make it? -- 9.1. Engineering sketches and drawings speak to many audiences -- 9.2. Sketching -- 9.3. Fabrication specifications: The several forms of engineering drawings -- 9.3.1. Design drawings -- 9.3.2. Detail drawings -- 9.3.3. Some Danbury arm support drawings -- 9.4. Fabrication specifications: The devil is in the details -- 9.5. Final notes on drawings -- 9.6. Notes -- ch. 10 Prototyping And Proofing The Design -- Here's my design; how well does it work? -- 10.1. Prototypes, models, and proofs of concept -- 10.1.1. Prototypes and models are not the same thing -- 10.1.2. Testing prototypes and models, and proving concepts -- 10.1.3. When do we build a prototype? -- 10.2. Building models and prototypes -- 10.2.1. Who is going to make it? -- 10.2.2. Can we buy parts or components? -- 10.2.3. How, and from what, will the model/prototype be made? -- 10.2.4. How much will it cost? -- 10.3. Notes -- ch. 11 Communicating Designs Orally And In Writing -- How do we let our client know about our solutions? -- 11.1. General guidelines for technical communication -- 11.2. Oral presentations: Telling a crowd what's been done -- 11.2.1. Knowing the audience: Who's listening? -- 11.2.2. The presentation outline -- 11.2.3. Presentations are visual events -- 11.2.4. Practice makes perfect, maybe ... -- 11.2.5. Design reviews -- 11.3. The project report: Writing for the client, not for history -- 11.3.1. The purpose of and audience for the final report -- 11.3.2. The rough outline: Structuring the final report -- 11.3.3. The topic sentence outline: Every entry represents a paragraph -- 11.3.4. The first draft: Turning several voices into one -- 11.3.5. The final, final report: Ready for prime time -- 11.4. Final report elements for the Danbury arm support -- 11.4.1. Rough outlines of two project reports -- 11.4.2.A TSO for the Danbury arm support -- 11.4.3. The final outcome: The Danbury arm support -- 11.5. Notes -- pt. IV DESIGN MODELING, ENGINEERING ECONOMICS, AND DESIGN USE -- ch. 12 Mathematical Modeling In Design -- Math and physics are very much part of the design process! -- 12.1. Some mathematical habits of thought for design modeling -- 12.1.1. Basic principles of mathematical modeling -- 12.1.2. Abstractions, scaling, and lumped elements -- 12.2. Some mathematical tools for design modeling -- 12.2.1. Physical dimensions in design (i): Dimensions and units -- 12.2.2. Physical dimensions in design (ii): Significant figures -- 12.2.3. Physical dimensions in design (iii): Dimensional analysis -- 12.2.4. Physical idealizations, mathematical approximations, and linearity -- 12.2.5. Conservation and balance laws -- 12.2.6. Series and parallel connections -- 12.2.7. Mechanical-electrical analogies -- 12.3. Modeling a battery-powered payload cart -- 12.3.1. Modeling the mechanics of moving a payload cart up a ramp -- 12.3.2. Selecting a battery and battery operating characteristics -- 12.3.3. Selecting a motor and motor operating characteristics -- 12.4. Design modeling of a ladder rung -- 12.4.1. Modeling a ladder rung as an elementary beam -- 12.4.2. Design criteria -- 12.5. Preliminary design of a ladder rung -- 12.5.1. Preliminary design considerations for a ladder rung -- 12.5.2. Preliminary design of a ladder rung for stiffness -- 12.5.3. Preliminary design of a ladder rung for strength -- 12.6. Closing remarks on mathematics, physics, and design -- 12.7. Notes -- ch. 13 Engineering Economics In Design -- How much is this going to cost? -- 13.1. Cost estimation: How much does this particular design cost? -- 13.1.1. Labor, materials, and overhead costs -- 13.1.2. Economies of scale: Do we make it or buy it? -- 13.1.3. The cost of design and the cost of the designed device -- 13.2. The time value of money -- 13.3. Closing considerations on engineering and economics -- 13.4. Notes -- ch. 14 Design For Production, Use, And Sustainability -- What other factors influence the design process? -- 14.1. Design for production: Can this design be made? -- 14.1.1. Design for manufacturing (DFM) -- 14.1.2. Design for assembly (DFA) -- 14.1.3. The bill of materials and production -- 14.2. Design for use: How long will this design work? -- 14.2.1. Reliability -- 14.2.2. Maintainability -- 14.3. Design for sustainability: What about the environment? -- 14.3.1. Environmental issues and design -- 14.3.2. Global climate change -- 14.3.3. Environmental life-cycle assessments -- 14.4. Notes -- pt. V DESIGN TEAMS, TEAM MANAGEMENT, AND ETHICS IN DESIGN -- ch. 15 Design Team Dynamics -- We can do this together, as a team! -- 15.1. Forming design teams -- 15.1.1. Stages of group formation -- 15.1.2. Team dynamics and design process activities -- 15.2. Constructive conflict: Enjoying a good fight -- 15.3. Leading design teams -- 15.3.1. Leadership and membership in teams -- 15.3.2. Personal behavior and roles in team settings -- 15.4. Notes -- ch. 16 Managing A Design Project -- What do you want? When do you want it? How much are we going to spend? -- 16.1. Getting started: Establishing the managerial needs of a project -- 16.2. Tools for managing a project's scope -- 16.2.1. Team charters -- 16.2.2. Work breakdown structures -- 16.3. The team calendar: A tool for managing a project's schedule -- 16.4. The budget: A tool for managing a project's spending -- 16.5. Monitoring and controlling projects: Measuring a project's progress -- 16.6. Managing the end of a project -- 16.7. Notes -- ch. 17 Ethics In Design -- Design is not just a technical matter -- 17.1. Ethics: Understanding obligations -- 17.2. Codes of ethics: What are our professional obligations? -- 17.3. Obligations may start with the client ... -- 17.4 ... But what about the public and the profession? -- 17.5. On engineering practice and the welfare of the public -- 17.6. Ethics: Always a part of engineering practice -- 17.7. Notes -- APPENDICES -- Appendix A Practical Aspects Of Prototyping -- A.1. Working safely in a shop -- A.2. Selecting materials -- A.3. Building techniques -- A.4. Selecting a fastener -- Fastening wood -- Fastening polymers -- Fastening metals -- What size temporary fastener should I choose? -- A.5. Notes -- Appendix B Practical Aspects Of Engineering Drawing -- B.1. Dimensioning -- Orthographic views -- Metric versus inch dimensioning -- Line types -- Orienting, spacing, and placing dimensions -- Types of dimensions -- Some best practices of dimensioning -- B.2. Geometric tolerancing -- The 14 geometric tolerances -- Feature control frames -- Material condition modifiers -- Datums -- Position tolerance -- Fasteners -- B.3. How do I know my part meets the specifications in my drawing? -- B.4. Notes -- Appendix C Exercises.
Cornerstone Engineering Design combines a wide range of topics such as design, engineering design, project management, team dynamics and project-based learning into a single introductory work. The text focuses particularly on conceptual design, providing a brief, and yet comprehensive introduction to design methodology and project management tools to students early on in their careers.