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esc101-20089-lecture-3-bw-small

esc101-20089-lecture-3-bw-small - ESC101 – Engineering...

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Unformatted text preview: ESC101 – Engineering Science Praxis I – 20089 Pop Quiz / Debrief / Processes / Argument++ Lecture 3 Jason Foster & Rob Irish Remember the “Policy Affirmation”? Pop Quiz The upcoming “Reverse Engineering Report” is worth… (A) 5% (B) 10% (C) 15% (D) 20% (E) None of the above … of your individual term grade. You sent an email to your instructor on Thursday at 0123. You should expect a response by… (A) … Thursday at 0630. (B) … end-of-day Thursday. (C) … 0900 Friday. (D) … Sunday evening. (E) … sometime on Monday. You didn’t receive a response to your email after 2 business days. You should… (A) … write an accusatory email. (B) … re-send your message. (C) … complain to a higher power. (D) … resign yourself to silence. (E) … check for an announcement. Your friend borrowed your CIV102 assignment and copied it. When this is discovered, who is guilty of an academic offense? (A) They are. (B) I am. (C) We are. (D) We won’t get caught. (E) The assignment isn’t worth much, so the penalty is worth the risk. Which of the following is not an example of plagiarism? (A) Cutting-and-pasting material from a non-copyrighted, public website. (B) Copying a paragraph from the course textbook, handouts, etc. (C) Copying material from a source listed in your bibliography. (D) Not putting quotes around a passage of text from a reference. (E) Paraphrasing materials from a source. Studio 2 Debrief You survived; the devices didn’t. Data Collection Data Collection Data Collection Data Collection Data Collection Data Collection Data Collection Data Collection Teamwork Teamwork Teamwork Logistics Logistics Processes … procedures and practices Lecture 2 Lecture 2 Lecture 2 Lecture 2 Lecture 2 Defect or lack in environment Design Rectified defect or lack in environment Defect or lack in environment Design Rectified defect or lack in environment Defect or lack in environment Think Do Rectified defect or lack in environment Defect or lack in environment Conceive Implement Rectified defect or lack in environment Defect or lack in environment Frame Conceive Analyze Implement Frame Conceive Implement Analyze Rectified defect or lack in environment Defect or lack in environment Frame Improve Conceive Create Analyze Rectified defect or lack in environment Frame Conceive Analyze Implement Implement Frame Analyze Conceive !E Frame 42 A MATHEMATICAL THEORY OF DESIGN The engineering design process PRODUCT DEVELOPMENT CYCLE Market Needs Conceptualization Design Research & Development Manufacturing Testing Maintenance Marketing THE DESIGN STAGE es 5/0' ($1,$6$!&,!0' +6' *0!/,$!&%' (7(*08(' 6+#' */0 !"%*"#&%'&,)'(+!$&%'%$60'+6'+#)$,&#7'90+9%0'$,'&%8+(* ,030#'80,*$+,0)4':"%*"#0'&,)'*0!/,+%+17')030%+9 $,' 8"*"&%' $,*0#9%&7-' &,)' *0!/,+%+17' 8"(*' 20 !+,!0#,0)' &2+"*' */0' 3&%"0(' +6' (+!$0*7 4 N eed Assessment Analysis Decomposition Synthesis Design Adequacy Design Improvement Testing Evaluation Figure 2.8 Comprehensive Model of the Design Process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aken from Dieter, Page 17 Conceive Analyze 28 Implement A MATHEMATICAL THEORY OF DESIGN given requirements. This model largely represents the current state-of-the-art in !"#$%&' (' ' ' )&*&%+,' -./&,' .0' 12&' 3"0&' 456,&' .0 CAD/CAM/CAE systems. While there are numerous software modules to assis7&62*"6+,'8591&:9 t the designer during intra-stage design iteration (e.g., QFD software to help identify customer needs and CAE software to analyze a current design),"%&' &(ools)$are ,(-' .$*/' %$**%0' */+"1/*' &2+"* !"##$! the t ' &) *$+ generally not well integrated at the inter-stage level. #0%03&,!0' &,)' !+,,0!*$+,' *+' */0' 0,1$, 0 0#$,1' ($)04 Res Eng Design 14 (2003) Conceptualization C u s;o<m9e *r+,0' )0($1,=' !+"#(0' +6*0,' !%&$8(' *+' ",$67 t ' !& ( D o*/0' a i n#$!"%"8' 27' &' 9#+>0!*-' &1&$,' .$*/' %$**%0 m !"# 1"$)&,!0'&2+"*'9#+!0)"#0(4'?&,7'+6'*/0(0'9#+>0!*( Preliminary Design F u n c tio n a l D o m a in Detailed Design Production Planning 188 P h y s ic a l D o m a in Production P ro c e ss D o m a in B. [144] A. [145] Fig. 5. Fig. 4. Figure 2.1 Traditional Views of Mechanical Design situation conceptual design terminates and another stage begins in a new space. design description <fi,di> to the new design description !E Frame 42 A MATHEMATICAL THEORY OF DESIGN The engineering design process PRODUCT DEVELOPMENT CYCLE Market Needs Conceptualization Design Research & Development Manufacturing Testing Maintenance Marketing THE DESIGN STAGE es 5/0' ($1,$6$!&,!0' +6' *0!/,$!&%' (7(*08(' 6+#' */0 !"%*"#&%'&,)'(+!$&%'%$60'+6'+#)$,&#7'90+9%0'$,'&%8+(* ,030#'80,*$+,0)4':"%*"#0'&,)'*0!/,+%+17')030%+9 $,' 8"*"&%' $,*0#9%&7-' &,)' *0!/,+%+17' 8"(*' 20 !+,!0#,0)' &2+"*' */0' 3&%"0(' +6' (+!$0*7 4 N eed Assessment Analysis Decomposition Synthesis As with definitions or tools, you must decide which process(es) to use in a given context. Design Improvement Evaluation Figure 2.8 Comprehensive Model of the Design Process Taken from Dieter, Page 17 Design Adequacy Testing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onceive Analyze Implement 28 A MATHEMATICAL THEORY OF DESIGN given requirements. This model largely represents the current state-of-the-art in !"#$%&' (' ' ' )&*&%+,' -./&,' .0' 12&' 3"0&' 456,&' .0 CAD/CAM/CAE systems. While there are numerous software modules to assis7&62*"6+,'8591&:9 t the designer during intra-stage design iteration (e.g., QFD software to help identify customer needs and CAE software to analyze a current design),"%&' &(ools)$are ,(-' .$*/' %$**%0' */+"1/*' &2+"* !"##$! the t ' &) *$+ generally not well integrated at the inter-stage level. #0%03&,!0' &,)' !+,,0!*$+,' *+' */0' 0,1$, 0 0#$,1' ($)04 Res Eng Design 14 (2003) Don’t forget about “utility”, “ease of understanding”, etc. Preliminary Design Conceptualization C u s;o<m9e *r+,0' )0($1,=' !+"#(0' +6*0,' !%&$8(' *+' ",$67 t ' !& ( D o*/0' a i n#$!"%"8' 27' &' 9#+>0!*-' &1&$,' .$*/' %$**%0 m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u n c tio n a l D o m a in Detailed Design Production Planning P h y s ic a l D o m a in 188 Production P ro c e ss D o m a in B. [144] A. [145] Fig. 5. Fig. 4. Figure 2.1 Traditional Views of Mechanical Design situation conceptual design terminates and another stage begins in a new space. design description <fi,di> to the new design description !"#$%&"'()*%+)&%,' Lecture 2 67 89(: 8;< =>7 ?;9! ;@9A 7;B B>== !#CC%,,D#+'8EF$#F")&G'!"#$%&" HI#F+)"J'!CKE%'L'-M01N Successful Graduating Student (Quality Score = 0.63) --.--.--.---./0.--.---.12.--.---.34.--.--/.-3.--.--/.2-.--.--/.10.--.--/.52.--.--2.-4.--.--2.23.--.-- Canonical Entering Student (Quality Score = 0.37) BF&K&)CF+';&"%E)&G'!"#$%&" HI#F+)"J'!CKE%'L'-M1ON --.--.--.---./0.--.---.12.--.---.34.--.--/.-3.--.--/.2-.--.--/.10.--.--/.52.--.-- 67 89(: 8;< =>7 ?;9! ;@9A 7;B B>== PD ! = Problem Definition GATH ! Information Gathering = GEN ! = Generating Ideas MOD ! = Modeling FEAS ! = Feasibility Analysis EVAL ! = Evaluation DEC ! = Decision COMM != Communication !"#$#%&'()*+()'(,,#'()*-,.')(* +/0,#$'.,1*+20'#'3%4*5(.')6$. 7'(8&*9$2%( -'#,3$"# 7,($,#*:"#*+()'(,,#'()*;,%#('()*%(8*<,%36'() =('>,#.'$&*":*?%.6'()$"( @'#.$*5($,#(%$'"(%4*7"20A$'()*+8A3%$'"(*B,.,%#36*?"#C.6"0 D3$"E,#*FG*HIIJ Acknowledgements1**<6'.*K"#C*6%.*E,,(*.A00"#$,8*E&*)#%($.*:#"2*$6,*L%$'"(%4*M3',(3,*@"A(8%$'"(*B+-NOPJQJFRG* -S+NOTFUUJOG*++7NOQTHUOQG*B+7NIFHJJUG +M5NIHHTJJQG*MV+NIPJUUJPG*$6,*S+*@A(8G*$6,*@"#8*W"$"#*7"20%(&* @A(8*%(8*$6,*V",'()*7"20%(&X Procedure Heuristic Method Methodology Process Steps followed by rote to produce successful results A rule that increases the probability of success A collection of procedures A study of disciplinary methods Guideline Technique Regulation Operation … How efficient a student are you? TimeTiger At what interval do lawyers and consultants track their activities? (A) 6 minutes (B) 10 minutes (C) 30 minutes (D) 60 minutes (E) " $100 For you • Determine “grades per hour” • Make informed time allocation decisions • Reflect on where your time actually goes For us • Determine “hours per assignment” • Make informed assignment designs • Reflect on where our efforts should go For you • Determine “grades per hour” allocation decisions • Make informed time“efficiency” and We will discuss • Reflect on where as data is agathered “effectiveness” your time ctually goes For us • Determine “hours per assignment” • Make informed assignment designs • Reflect on where our efforts should go Building from the Ground In making a “claim” based on “grounds” you need to consider two key factors: ! Legitimate basis for the claim the connection " Nature of claim and ground between How to improve Reverse Engineering the background information: • Get How do you identify an AC vs. DC motor? e.g. • Do more than destroy: exploded view?) Maybe draw what you see (in caught • Don’t get boxes” to up in the “how” Use “black maintain progress • (vs. Stepper motor, etc.) • What are the specs on the device? (Google, old manuals, etc.) • Follow the flow of power, heat, stress, etc. • • An Exploded View of a Garage Door Opener Focuses on assembly details Dotted lines show spatial relationships between parts http://www.aaaremotes.com/model2265.html Garage Door Opener – Power Flow Legend Known AC On/Off Direction Implied Motor Control & RF Courtesy of Prof. P. Anderson Transformer Lecture 2 Housing Type Figure 2.1: !Annual Energy vs. Volume to Surface Area Ratio: Four Housing Types Claim: !The comparison of energy consumption vs. housing types illustrates that the most efficient housing type is the midrise apartment. When using measured energy consumption data of existing mid-rise buildings, the relationship between energy use and building form cannot be easily demonstrated. The operational energy used in Figure 2 is normalized for climate loads and floor area, but it is still difficult to isolate the relationship of building geometry and energy use. The variability of measured data is mostly due to detail differences in the building envelope and occupant behavior. Therefore, we need to increase the scope of research to include large statistical samples and more detail for these buildings to identify which building forms most affect energy use. When using measured energy consumption data of claim existing mid-rise buildings, the relationship between energy use and building form cannot be easily demonstrated. The operational energy used in Figure 2 is normalized for climate loads and floor area, but it is still difficult to isolate the relationship of building geometry and energy use. The variability of measured data is mostly due to detail differences in the building envelope and occupant behavior. Therefore, we need to increase the scope of research to include large statistical samples and more detail for these buildings to identify which building forms most affect energy use. When using measured energy consumption data of claim existing mid-rise buildings, the relationship between energy use and building form cannot be easily demonstrated. The operational energy used in Figure 2 is justification normalized for climate loads and floor area, but it is still difficult to isolate the relationship of building geometry and energy use. The variability of measured data is mostly due to detail differences in the building envelope and occupant behavior. Therefore, we need to increase the scope of research to include large statistical samples and more detail for these buildings to identify which building forms most affect energy use. When using measured energy consumption data of claim existing mid-rise buildings, the relationship between energy use and building form cannot be easily demonstrated. The operational energy used in Figure 2 is justification normalized for climate loads and floor area, but it is still difficult to isolate the relationship of building geometry and energy use. The variability of measured data is mostly claim due to detail differences in the building envelope and occupant behavior. Therefore, we need to increase the scope of research to include large statistical samples and more detail for these buildings to identify which building forms most affect energy use. When using measured energy consumption data of claim existing mid-rise buildings, the relationship between energy use and building form cannot be easily demonstrated. The operational energy used in Figure 2 is justification normalized for climate loads and floor area, but it is still difficult to isolate the relationship of building geometry and energy use. The variability of measured data is mostly claim due to detail differences in the building envelope and occupant behavior. Therefore, we need to increase the claim scope of research to include large statistical samples and more detail for these buildings to identify which building forms most affect energy use. When using measured energy consumption data of claim existing mid-rise buildings, the relationship between energy use and building form cannot be easily demonstrated. The operational energy used in Figure 2 is justification normalized for climate loads and floor area, but it is still difficult to isolate the relationship of building geometry and energy use. The variability of measured data is mostly claim due to detail differences in the building envelope and occupant behavior. Therefore, we need to increase the claim scope of rese...
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