intro

PRODUCT DISSECTION: 

PRODUCT DISSECTION This course examines the way in which products and machines work: their physical operation, the manner in which they are constructed, and the design and societal considerations that determine the difference between success and failure in the marketplace.

Course Administration: 

Course Administration Evaluation Journal Homework Oral presentations Assessment activities and quizzes Final Project Individual and Group Participation Prerequisites: EG50 (ED&G 100) Physics 201

Course Philosophy: 

Course Philosophy Not a traditional lecture class Hands-on Experience: I hear, I forget I see, I remember I do, I understand

Retention versus Method - how much do we retain?: 

Retention versus Method - how much do we retain? Reading 10% Hearing Words 20% Looking at Picture 30% Watching Movie 50% Looking at Exhibit 50% Watching Demonstration 50% Seeing it Done 50% Participation in Discussion 70% Giving a Talk 70% Simulating Real Experience 90% Doing the Real Thing 90%

Course Objectives: 

Course Objectives The primary objective of this course is to learn about engineering and product design by: Dissecting existing consumer and industrial products to determine how they function, how they were made and how they might be improved Explaining that function by applying appropriate physical principles Communicating that function effectively - oral, written, electronic, graphic Developing visual reasoning skills and basic mechanical aptitude

Course Content: 

Course Content Product dissection, reverse engineering and competitive analysis as a design tool Team building Materials and selection The product design process and the product life cycle History of technology ref . Engineering Design Graphics, J. H. Earle, pg 18, used by permisison of Addison Wesley, ©1990, all rights reserved The Design Process

Course Content - continued: 

Course Content - continued Consumer-product interaction issues: aesthetics, ergonomics, “good design”, codes and standards, safety, product liability, ethics, green design Basic mechanical and electrical components and measurements Introduction to manufacturing processes and design for manufacturability Documenting and communicating a design

Where does this course fit in the curriculum ?: 

Where does this course fit in the curriculum ? Math Physics Thermodynamics Chemistry Statics Analytical Knowledge Synthesis Materials Science Graphics and Design Product Dissection Entrepreneurship Concurrent Eng. Design Mfg Processes Adv Mfg Processes Project Freshman Year GRADUATE ENGINEER PRODUCT REALIZATION MINOR

The Dissection Projects: 

The Dissection Projects Bicycle Power drill FunSaver Camera Telephone IC engine

Resources at your disposal: 

Resources at your disposal Instructor Teaching assistant - Learning Factory ME instrument room (23 Reber) ME student shop (with supervision) ME or IE computer laboratories

What do you need to bring?: 

What do you need to bring? Text: “Product Design and Manufacture” by John Lindbeck, Prentice Hall, 1995 Course Notes: Selected readings Power Drill ~$30 Design Journal: to record your activities Basic tools (optional but highly recommended)

What will you get from this course? : 

What will you get from this course? Increased aptitude for mechanical and electrical devices Awareness of the “big picture” of the product design process and the product life cycle A greater awareness of how things are made An appreciation of good design Effective verbal, graphical and written communication skills A better idea of what engineers really do

Why Take Something Apart?: 

Why Take Something Apart? Curiosity To fix it To learn from real engineering successes and failures It’s a form of literature search To see how its made so you can document the design and duplicate it (reverse engineering) or improve on it (value engineering) Benchmarking, competitive analysis - compare different design alternatives, estimate costs, evaluate the competition

Quiz 0 : 

Quiz 0 1. Do you own any tools? If yes, list what is in your toolbox. 2. Are you eager to take things apart, or are you intimidated? 3. Do you work on cars? What else have you tinkered with? 4. When giving someone directions for driving somewhere, do you write them out in words or draw a map? 5. When installing a new VCR or stereo component, do you read the directions thoroughly, look only at the diagrams, or just start fiddling by trial and error? 6. Draw a line below which is one inch long (just estimate, don’t measure it) 7. Name as many famous engineers as you can. 8. What is your definition of an engineer? 9. What is the difference between an engineer and a scientist?

Awareness-Building Exercises - (in class): 

Awareness-Building Exercises - (in class) Sketch a bicycle from memory and label as many parts as you can Pretend you are a high school physics teacher and explain, using examples and illustrations, the terms: force, work, energy and power

The Difference between an Engineer and a Scientist : 

The Difference between an Engineer and a Scientist “The scientist seeks to understand the world and operates against an absolute standard. His findings either describe nature accurately or they do not. By contrast, the engineer is problem oriented. He seeks not to describe the world but to change it... The engineer also lives in the world where science and values meet.” - Edward B. Fiske, 1989 “Scientists discover what is, engineers create what has never been.” - Theodore von Karman, 1911

Awareness-Building Exercises - ( at home ): 

Awareness-Building Exercises - ( at home ) Describe several ways to make a simple wooden tool box with a hinged cover When you have two switches which control the same light in your home, how are they connected Describe how you think a typical kitchen water faucet works (don’t take one apart) Do these individually and record your work in your Journal