The document is a mechanical engineering student's design notebook containing various homework assignments and exercises. It includes reflections on studying the design process, exercises on generating ideas for producing electricity and moving vehicles without engines, and a homework assignment to read the ASME Code of Ethics.

1. Masters in mechanical engineering 2015, halmstad, SWEDEN Page 0
PRODUCT DEVELOPMENT
HOME WORK
By
Shobin John
Shojoh15@student.hh.se
USER
The entries may include all individual homework, design
ideas and reflections, teamwork discussion/results, design
studio exercises, sketches, tables, and other contents that
are closely related to the design project.
Individual Design Notebook

2. C H A P T E R 1
Why Study the Design Process?
1.11 EXERCISES
Homework to Friday 4/9 14.15
 ASME ―Brainteaser‖ Do Individual
 ASME Code of Ethics, read, think

3. Answer:
1. Produce electricity
Turboelectric effect
Lightening
Electromagnetic Induction
Electrochemistry
Photovoltaic effect
Thermoelectric effect
Wind
Turbine
Hydraulic
Steam power
Tidal energy
Piezoelectric effect
Magneto hydrodynamic
2. Not having computers
Improve reading habit
Can be use mobile
Increase man power
Boared.
Increase human relations
Humans become workaholic
Saving money
Not addicted to game
Social media
Sexual matters can be avoid
3. Move vehicle without engine
Peddling by leg
Magnet
Electricity
Rope
Peddling by hand
Solar energy
Wind power
Gravitational
4. Use of dust
Make houses
Make statue
Saw dust for fire
Wall
Drawings
A white truck came down the road leading a dust trail.
When it slowed for the drive, the dust caught up, hiding it in a swirling cloud.
The horse came to a halt in a cloud of dust.
In every mirror, dust obliterated her past.
A dust storm was probably brewing.
5. Eight or more problem that had to be overcome to fly to moon.
The Apollo spacecraft was made up of two independent spacecraft joined by a tunnel. The signal could have
shown a problem, or could have indicated the hydrogen just needed to be resettled by heating and fanning

4. the gas inside the tank. That procedure was called a "cryo stir," and was supposed to stop the supercold gas
from settling into layers.
NASA accident investigation board determined wires were exposed in the oxygen tank through a
combination of manufacturing and testing errors before flight. That fateful night, a spark from an exposed
wire in the oxygen tank caused a fire, ripping apart one oxygen tank and damaging another inside the
spacecraft.
The crew now had to balance the challenge of getting home with the challenge of preserving power
on Aquarius. After they performed a crucial burn to point the spacecraft back towards Earth, the
crew powered down every nonessential system in the spacecraft.
Without a source of heat, cabin temperatures quickly dropped down close to freezing. Some food
became inedible. The crew also rationed water to make sure Aquarius — operating for longer than
it was designed — would have enough liquid to cool its hardware down.
t was a long few days back home; the entire crew lost weight and Haise developed a kidney
infection. In the hours before splashdown, the now exhausted crew powered up Odyssey (which
had essentially been in a cold soak for days, and could have shorted out if they were unlucky).
Then, they prepared for splashdown, not knowing if the explosion had damaged the heat shield.
APOLL O 1The precise source of the spark and fire was never determined; neither were any individuals or
specific organizations implicated in the fire. In retrospect, the actual cause was due to the combination of
several conditions: an oxygen-rich atmosphere; flammable interior materials such as paper, the space suits,
Velcro, and other flight equipment; a vast array of exposed internal wiring, which presented many potential
sources of electrical sparks; and the design and manufacture of the spacecraft.
Managing the Weight: So far, NASA has had six successful Mars landers: Viking I and II,
Pathfinder, MER Spirit and Opportunity, and Phoenix. However, all these missions were robotic
missions with vehicles that were significantly lighter than a spacecraft carrying astronauts, supplies
and fuel for a round-trip.
Mars orbit with less fuel: For safety and operational reasons, the spacecraft that will travel to
Mars will likely not land on the surface immediately upon reaching the Red Planet.
Whether it was the failure of the seal used to stop hot gases from seeping through, or a piece of
foam insulation that damaged the thermal protection system, scientists and engineers must make
thousands of predictions of all the things that could go wrong during flight.
Managing the Weight
So far, NASA has had six successful Mars landers: Viking I and II, Pathfinder, MER Spirit and
Opportunity, and Phoenix. However, all these missions were robotic missions with vehicles that
were significantly lighter than a spacecraft carrying astronauts, supplies and fuel for a round-trip.
Developing systems for a manned mission to Mars will require a careful balancing act between
minimizing the weight and figuring out how to use the least amount of fuel possible.
spacecraft that would eventually send humans back to the Moon and on to Mars. NASA may or
may not use the design specifications outlined in this study, but whatever architecture it eventually
does use, it will be very different from the robotic mission architecture that is used today.
NASA has sent several successful robotic missions to Mars. Designing a spacecraft to carry
humans to the Red Planet and safely back to Earth is still a challenge. Pin It NASA has sent several
successful robotic missions to Mars. Designing a spacecraft to carry humans to the Red Planet and
safely back to Earth is still a challenge.

5. One of the greatest design barriers engineers are facing is dealing with the amount of fuel that will
be needed to send a spacecraft on such a round trip distance. More fuel means more weight, and
more weight means the need for more fuel to transport that weight.
Mars orbit with less fuel
For safety and operational reasons, the spacecraft that will travel to Mars will likely not land on the
surface immediately upon reaching the Red Planet.
What scientists are envisioning is to have the entire spacecraft first enter Mars orbit and then deploy
a lander down to the surface. The ability to first orbit the planet before landing on it will also give
the astronauts an opportunity to observe the atmosphere to ensure that there are no dust storms or
hazardous weather at the location where they plan on landing.
6.ways to carry wooden hanger
Chair.
Lighting.
Art hangers.
Tree.

6. Huggable hanger
Magneto huggable hanger
Non-slip belt organisor
6. Ways to light a pipe
Paper and heater
Matches

7. Light a candle with the stove perhaps
Magnifying glass? no sun right now though...
Flint
Lighter
Light a ciggy off yr car lighter.
7. Prevent a candle from burning down
Put the candle inside a hurricane or vase and let it burn for a few hours.
Candles with a unique finish
By using hand
Protect by using glass cover
Adjust shape
Uniform flame
Uniform wax distribution
9. Uses of cellophane tape
1. Served as an anti-corrosive shield on the Goodyear blimp. 2. Covered cracks in the soft shells of
fertilized pigeon and turkey eggs – which then hatched! 3. Attached labels to horses to be auctioned. 4. In
Bangkok, Thailand, repaired cracks in the ceiling of tenants’ apartments. (This use reported by a particularly
thrifty landlord.) 5. Bound chicken’s legs together when being weighed. 6. Repaired airplane rudders. A 1946
Taylor craft airplane was disabled after cows ate the resin-coated fabric on the plane’s rudder section. The
plane’s owner taped the remaining fabric over the hole-ridden section and flew away. Pick up tiny splinters of
broken glass. Wrap tape sticky-side out around a pad of paper towels. 9. Seal garbage bags when out of twist
ties. 10. Temporarily mends cracks in credit cards. 11. Removes dog hair and lint. Wrap several turns of tape
around the hand sticky-side out. 12. Mends the ends of frayed shoelaces so they can be laced through the
shoelace holes. 13. Keeps extra batteries on hand when you need them most14. Stops runs on snagged panty
hose. 15. Prevents scratches on polished table tops by covering the bottoms of ashtrays and knick-knacks. 16.
Patches tiny holes in window screens to help keep out insects. 17. Protects labels on lipstick and cosmetics so
you can purchase the same shade again. 18. Keeps overstuffed envelopes sealed. 19. Helps remove the
adhesive residue left on glass from a price sticker by using a piece of tape to lift it off. 20. Mends broken toys.
21. Repairs torn pages in books. 22. Secures small bundles of fresh herbs to a cutting board when chopping.
23. Patches small wallpaper tears and blends in with design of paper. 24. Mends torn sheet music. 25. Holds
holly sprigs and other adornments to holiday packages. 3 26. Mends rips in window shades. 27. Keeps track of
screws or nails during household repairs. Simply place them on a piece of tape so they won’t get lost mid-
project. 28. Protects labels on prescription medicines. 29. Prevents unwanted temperature changes in the home
during winter and summer months if placed over thermostat gauge. 30. Repairs spectacle frames temporarily.
31. Covers & protects the signature on back of credit cards. 32. Holds window glass together until it’s
replaced. 33. Helps keep broken pieces of china together while glue is drying. 34. Prevents chipping of plaster
walls when pictures are hung. Before driving a nail in to a wall, apply tape to desired spot. 35. Patches worn
road maps. 36. Displays first aid instructions inside medicine cabinet. 37. Mends a small tear in the ring hole

8. of a shower curtain’s liner. 38. Fastens wrapping paper to gifts and attaches bows and other embellishments.
39. Prevents smearing of addresses on packages being mailed. 40. Identifies stains on soiled clothing before
dropping off at the dry cleaners. 41. Reinforces the corners of children’s board games and puzzle boxes so
they last longer. 42. Attaches recipes clipped from magazines onto index cards. 43. Helps keep track of dishes
that are used for potluck dinners. Simply place a piece of tape over an address label and place on bottom of
dish. Part of gardening essentials: 44. Covers seed markers in the garden to keep them legible all summer long.
45. Attaches climbing plants and flowers to trellises 47. Helps straighten crimped or bent stems. Attach small
splits to stems with tape. If stem is lightweight, reinforce it with tape alone. 48. Helps to arrange cut flowers.
Use strips of tape to create a grid pattern on the vase opening and place flowers in between the pieces of tape.
49. Reseals unused seed in original packet. Write purchase date on tape. 50. Labels potted plant seedlings and
cuttings..51. Mends torn office records, papers, money and checks. 52. Secures documents from slipping on
the copy machine when makings multiple copies. 53. Edges important papers which are subject to repeated
handling and wear. 54. Protects and mounts often-used lists or price schedules for easy access. 55. Repairs
book bindings, frayed sample folders and plastic machine covers. 56. Repairs corners of stationery boxes. 57.
Repairs broken pens or other small pieces of desk equipment. 58. Double-seals confidential letters and pay
check envelopes. 59. Makes addresses smudge proof for prompt, accurate delivery. 60. Reinforces file folders.
61. Prevents snags on office furniture. Place transparent tape across rough spots on a desktop or side of file
cabinet. 62. Secures book covers. 63. Holds together construction-paper villages, diplomas, costumes and
masks created in conjunction with history lessons
10. Changes of my body become a bird
Hands become big wings
Leg become small
Size of body become compact
Light weight power
Artificial muscles
Adaptation
Started using front limbs as hands and got rid of the tail.
11. Non writing use of pencils
Ease a New Key into a Lock, Repel Moths, Boost Phone Quality, Fix a Door
1. A properly-sharpened pencil is the ideal tool to have in your arsenal. Every master of disguise can use a pencil to
instantly alter their appearance. Rub your finger over the graphite and draw on a mustache, beard, or goatee, or apply
(carefully!) to eyelids to get that international-woman-of-mystery smokey eye look.
2. Then use the pencil to put up your hair, and you’re sure to fool even the most diligent observers. Plus, tactical
missions are easier without your hair getting in your eyes.
3. If you happen to have several pencils, you can make a nifty pencil crossbow to defend yourself.
4. Graphite also has many useful properties, and pencils contain a handy supply of it. Graphite makes an excellent dry
lubricant for metal machine parts, so it can be used to ensure the dumbwaiter you’re hiding in slides silently into
position.
5. Graphite is also an excellent conductor of electricity, so you can use it to complete a circuit in a pinch.

9. 6. Pencils are made of wood, so you can light them on fire and use them as torches if you find yourself trapped in a dark
spot. If you have an abundance of them, you can build a bigger fire and keep it going for longer – send smoke signals,
cook a meal, or use your pencil-fueled blaze for warmth.
7. If you’re performing a delicate operation, you can hold a pair of pencils like chopsticks, and use them to pick up
objects you ought not touch with your hands.
8. Similarly, hand-eye coordination and the ability to perform visual calculations of trajectory are very important in this
line of work. Flick Football – that game you played in elementary school where you used a pencil to flick a folded piece
of paper between your friend’s pencil case and their water bottle – is a great exercise that simply would not be possible
without pencils.
9. In this dangerous line of work, injuries are likely in the field. A pencil makes a handy splint for a damaged finger, as
well as being satisfying to bite down on if your partner has to set a broken bone or help you pop a dislocated one back
into joint.
10. Last but certainly not least, a pencil is vital for covering your tracks. A nice, pointy tip can get the mud out from the
treads in your soles, and an eraser can get scuff marks off of floors. You’ll be able to vanish without a trace as long as
you have a pencil in your pocket!
12. Novel use of crushed ice.
To keep vegetable, food items.
Preserve fish, Keep medicine, add to drink for coolness, bar spoon, for snow fall.
13. Way to avoid spilling of coffee while driving
Use straw, put coffee in to closed vessels, and prefer cold coffee, drinking while slow down the car, don’t
drink on critical driving, Stop and drink.
14. Uses of jet stream
Sprinkle water on garden, Vehicle washing, Floor cleaning, Wall cleaning, artificial rain, Painting, lifting,
Uniform weeting.
15.reason for not exploring mars
Cold, Vacuumed , The "it's been done" syndrome, Dust and Dust storms, Contamination, Unproven
technology for self-contained habitats, Hard to make self-sufficient - need for parts and supplies from Earth,
Boring landscape to unassisted human eyes, Accidents, Mars is too small to be worth colonizing, Low gravity.
ASME Code of Ethics, read, think
P-15.7 2/1/12 SOCIETY POLICY ETHICS ASME requires ethical practice by each of its members and has
adopted the following Code of Ethics of Engineers as referenced in the ASME Constitution, Article C2.1.1.
CODE OF ETHICS OF ENGINEERS The Fundamental Principles Engineers uphold and advance the
integrity, honor and dignity of the engineering profession by: I. using their knowledge and skill for the
enhancement of human welfare; II. being honest and impartial, and serving with fidelity their clients
(including their employers) and the public; and III. striving to increase the competence and prestige of the
engineering profession. The Fundamental Canons 1. Engineers shall hold paramount the safety, health and
welfare of the public in the performance of their professional duties. 2. Engineers shall perform services only
in the areas of their competence; they shall build their professional reputation on the merit of their services and

10. shall not compete unfairly with others. 3. Engineers shall continue their professional development throughout
their careers and shall provide opportunities for the professional and ethical development of those engineers
under their supervision. 4. Engineers shall act in professional matters for each employer or client as faithful
agents or trustees, and shall avoid conflicts of interest or the appearance of conflicts of interest. 5. Engineers
shall respect the proprietary information and intellectual property rights of others, including charitable
organizations and professional societies in the engineering field. 6. Engineers shall associate only with
reputable persons or organizations. 2 P-15.7 2/1/12 7. Engineers shall issue public statements only in an
objective and truthful manner and shall avoid any conduct which brings discredit upon the profession. 8.
Engineers shall consider environmental impact and sustainable development in the performance of their
professional duties. 9. Engineers shall not seek ethical sanction against another engineer unless there is good
reason to do so under the relevant codes, policies and procedures governing that engineer’s ethical conduct.
10. Engineers who are members of the Society shall endeavor to abide by the Constitution, By-Laws and
Policies of the Society, and they shall disclose knowledge of any matter involving another member’s alleged
violation of this Code of Ethics or the Society’s Conflicts of Interest Policy in a prompt, complete and truthful
manner to the chair of the Ethics Committee. The Ethics Committee maintains an archive of interpretations to
the ASME Code of Ethics (P-15.7). These interpretations shall serve as guidance to the user of the ASME
Code of Ethics and are available on the Committee’s website or upon request. Responsibility: Committee of
Past Presidents/Ethics Committee Reassigned from Centers Board of Directors/Center for Career and
Professional Advancement/Committee on Ethical Standards and Review Reassigned from Centers Board of
Directors/Center for Professional Development, Practice and Ethics/Committee on Ethical Standards and
Review 4/23/09 Reassigned from Council and Member Affairs/Board on Professional Practice & Ethics 6/1/05
Adopted: March 7, 1976 Revised: December 9, 1976 December 7, 1979 November 19, 1982 June 15, 1984
(editorial changes 7/84) June 16, 1988 September 12, 1991 September 11, 1994 June 10, 1998 September 21,
2002 September 13, 2003 (editorial changes 6/1/05) November 5, 2006 (editorial changes to the responsible
unit 4/09) (Unit Realignment Due to Reorganization 2/12).
Home work to Tuesday 8/9 kl.09.15
Exercises 1.2, 1.3
1.11 EXERCISES
1.2 Identify the basic problem-solving actions for
a. Selecting a new car
Check whole properties with respect to price, New model or not, Warranty, maintained, Ride by
mechanic, compare with other cars have same price, check the other cars properties, Colour, Seat
comforatability, spacious, Good air bag, Test drive is compulsory.
b. Finding an item in a grocery store
Make direction board, Similar items put in the same direction, Provide some direction card, allot
some people for guidance, Display the items which is vision able, Neat arrangement.
c. Installing a wall-mounted bookshelf
Use nail, use screws, clamps, Hang on springs, On sprocket,
d. Placing a piece in a puzzle
First split the edges and the middles, Start with the edges and then work your way in. Grouping
inside pieces by colour is always a good bet. Sort pieces by tabs and blanks, arrange pieces into
colour groups, After you sort pieces by colour, try to complete the different color groups of the
puzzle
1.3 Find examples of products that are very different yet solve exactly the same design

11. Problem. Different brands of automobiles, bikes, CD players, cheese slicers, wine bottle
Openers, and personal computers are examples. For each, list its features, cost, and
Perceived quality.
Volvo car, Bajaj bike, cheese slicer, Sony CD player, Wine bottle opener, Asus
computer, Samsung TV...etc.
BRAND FEATURES C0ST PERCIEVED QUALITY
Automobiles Volvo car
V40
Engines
1984 cc, Diesel, 150 bhp
@ 3500 RPM power
Gearboxes
6-speed, Automatic, FWD
Seating Capacity
5 seated
Steering
Power steering
27k Rs. Safety, Rider comfort,
Fuel efficiency
CD players Samsung Dvd and vcd, 5.1 mp3,
recording
10k rs Attractive looking, long
life, fast response.
cheese slicers Thread cutting, steel frame 500 rs Portable, easy to use,
multi-purpose
wine bottle
openers
Steel frame, gripped
handle
200 rs Compact in shape, easy to
work
personal computers 8GB ram. Intel four core
processor
70k rs Easy to use, Fast
downloading, attractive
looking
Bikes 100cc, five gear,nitrogen
filling tire
90k rs Easy to ride, fuel economy

12. C H A P T E R 2
Understanding Mechanical Design
1.Modular and platform based design?

13. Home work to Friday 11/9 kl.09.15
–Exercises 2.1, 2.2, 2.4, 2.6
2.9 EXERCISES
2.1 Decompose a simple system such as a home appliance, bicycle, or toy into its assemblies, components,
electrical circuits, and the like. Figures 2.3 and 2.11 will help.

14. Product Decomposition
Design Organization: E x a m p l e f o r t h e M e c h a n i c a l
D e s i g n P r o c e s s
Date:
Product Decomposed::
Description A ceiling fan rotates much more slowly than an electric desk fan; it cools people
effectively by introducing slow movement into the otherwise still, hot air of a room,
inducing evaporative cooling. Fans never actually cool air, unlike air-conditioning equipment, but
use significantly less power (cooling air is thermodynamically expensive). Conversely, a ceiling
fan can also be used to reduce the stratification of warm air in a room by forcing it down to affect
both occupants' sensations and thermostat readings, thereby improving climate control energy
efficiency.
How it works: A ceiling fan is a mechanical fan, usually electrically powered, suspended from
the ceiling of a room, that uses hub-mounted rotating paddles to circulate air.
Parts:
Part # Part Name # Req’d Material Mfg Process Image
1 An electric motor 1 CI Die casting
2 Blades 5 Plastic Injection
moulding

15. 3 Metal arms 1 Blade iron Die casting
4 Flywheel 1 CI Die casting
5 Rotor 1 Blade iron Die casting
6 ball-and-socket
system
2 plastic Injection
moulding
7 A switch housing 1 plastic Injection
moulding
Disassembly:
Step # Procedure Part #s
removed
Image
1 Remove the leaves Blades
2 Remove the A switch housing A switch
housing
3 ball-and-socket system ball-and-
socket system
4 Metal arms Metal arms
5 An electric motor An electric
motor

16. 6 Flywheel Flywheel
7 Rotor Rotor
Links and drawing files:
Team member: Prepared by: SHOBIN JOHN
Team member: Checked by:
Team member: Approved by:
Team member:
The Mechanical Design Process Designed by Professor David G. Ullman
Copyright 2008, McGraw Hill Form # 1.0

17. 2.2 For the device decomposed, list all the important features of one component.

19. 2.4 Sketch at least five ways to configure two passengers in a new four-wheeled commuter vehicle that you are
designing.
2.6 Find five examples of mature designs. Also, find one mature design that has been recently
redesigned. What pressures or new developments led to the change?
 Farming, most advances are in slight improvements of breeds or in pest reduction
Motor vehicle, widely used by non-experts, the general principles have not changed for decades
 Telephone, though considered mature, mobile phones showed a rare potential for substantial changes
even in such technologies
 Firearm, typified by assault rifle technology, most advances are slight improvements as manufacturers
alter balances between weight, firepower, range, and accuracy
Watch, most ordinary watch movements have the same or very similar components. Most advances are with
the aesthetic looks or sub-dials on the watch face.
 Bicycle, another mature form of transport

20. DISCUSSION

28. C H A P T E R 3
Designers and Design Teams
3.9 EXERCISES
Home work to Friday 11/9 kl.9.1
3.3 Describe a mechanical design problem to a colleague. Be sure to describe only its function.
Have the colleague describe it back to you in different terms. Did your colleague
understand the problem the same way as you? Was the response in terms of previous
partial solutions?

29. 3.5 For a new team begin with these team-building activities.
a. Paired introductions. Get to know each other by asking questions such as
■ What is your name?
■ What is your job (class)?
■ Where did you grow up (go to school)?
■ What do you like best about your job (school)?
■ What do you like least about your job (school)?
■ What are your hobbies?
■ What is your family like?
b. Third-party introductions. Have one member of the team tell another the information
in (a). Then the second member introduces the first member to the rest of the team
using all the information that he or she can remember. It makes no difference if the
team heard the initial introduction.

30. c. Talk about first job. Have each member of the team tell the others about his or her
first job or other professional experience. Information such as this can be included:
■ What did you do?
■ How effective was your manager?
■ What did you learn about the real world
d. ―What I want for myself out of this.‖ Have each member of the team tell the others
for 3 to 5 min what his or her goals are for participation in the project. What do they
want to learn or do, and why? Consider personal goals such as getting to know other
people, feeling good about oneself, learning new skills, and other nontask goals.
e. Team name. Have each person write down as many potential team names as possible
(at least five). Discuss the names in the team, and choose one. Try to observe who
plays which secondary role.
3.6 Pick an item from the team health assessment. For that item, one member of a four-person

31. team checks ―Strongly Disagrees.‖
To Friday 18/9 kl.13.15
A. Homework 1, questions 3.3, 3.5 a‐e, 3.6
B. Home work 2, questions 4.1, 4.2, 4.4
point 2, 4.5 point 2 (next time)
To Friday 25/9 kl.13.15
A. Home work 1, questions 4.1, 4.2, 4.3 point 2 ,
4.4 point 2, 4.5 point 2
B. Homework 2, questions 5.1 a-f, 5.4

32. C H A P T E R 4
The Design Process and Product Discovery
4.8 EXERCISES
4.1 Develop a list of original design problems that you would like to do (at least 3). Choose one to work on
that is within the time and knowledge available.
4.2 Make a list of features you don’t like about products you use. One way to develop this list is to note every
time a device you use does not have a feature that is easy to use, doesn’t work like you think it should, or is
missing as you go through your day. If you pay attention, a list like this will be easy to develop. Once the list
has at least five items on it, choose one to improve through a redesign project.

33. 4.3 Do a SWOT analysis on
■ The idea of taking Philosophy 101.
■ Buying an electric car.
■ Adding solar hot water heater to your parent’s house.
■ Adding a new feature to your backpack or briefcase.
4.4 Use Ben Franklin’s pro-con method to decide
■ Whether or not to go to coffee with the person next to you.
■ Whether or not to buy a new cell phone (pick the latest and greatest).

34. ■ If the fix on your latest idea (e.g., bookcase, car repair, code, etc.) is worth pursuing.
4.5 Use a decision matrix to decide what to do next for
■ Purchasing one of three specific bicycles (or cars, electronic equipment) that you are
interested in.
■ Choosing a ball bearing, a bronze bushing, or a nylon bearing for a pivot on the rear
suspension of a bicycle.
■ Specifying a heating system for a house you are designing. The options are an airto-
air heat pump, air-to-water heat pump, or water-to-water heat pump.

35. C H A P T E R 5
Planning for Design
5.1 Develop a plan for the original or redesign problem identified in Exercise 4.1 or 4.2.
a. Identify the participants on the design team.
b. Identify and state the objective for each needed task.
c. Identify the deliverables.
d. Justify the use of prototypes.
e. Estimate the resources needed for each task.
f. Develop a schedule and a cost estimate for the design project.

37. 5.2 For the features of the redesign problem (Exercise 4.2) develop a plan as in Exercise 5.1.
5.3 Develop a plan for making a breakfast consisting of toast, coffee, a fried egg, and juice. Be
sure to state the objective of each task in terms of the results of the activities performed,
not in terms of the activities themselves.
5.4 Develop a plan to design an orange ripeness tester. In a market, people test the freshness of oranges by
squeezing them, and based on their experience, how much they compress when squeezed gives an indication
of ripeness. There are some sophisticated methods used in industry, but the goal here is to develop something
simple, that could be built for low cost.

38. C H A P T E R 6
Understanding the Problem and the
Development of Engineering Specifications
6.13 EXERCISES
Text book questions
–
Exercises: 6.12 (group), 6.3 (individual)
6.1 For a design problem (Exercise 4.1), develop a house of quality and supporting information for it.
This must include the results of each step developed in this chapter. Make sure you have at least three
types of customers and three benchmarks. Also, make a list of the ideas for your product that were
generated during this exercise

39. 6.2 For the features of the redesign problem (Exercise 4.2) to be changed, develop a QFD matrix to assist in
developing the engineering specifications. Use the current design as a benchmark. Are there other
benchmarks? Be careful to identify the features needing change before spending too much time on this. The
methods in Chap. 7 can be used iteratively to help refine the problem.

40. 6.3 Develop a house of quality for these objects.
a. The controls on an electric mixer.

41. b. A seat for an all-terrain bicycle.
c. An attachment for electric drills to cut equilateral-triangle holes in wood. The wood can be up to 50 mm
thick, and the holes must be adjustable from 20 mm to 60 mm per side.
d. A tamper-proof fastener as used in public toilet facilities.

45. C H A P T E R 7
Concept Generation
7.12 EXERCISES
Exercises in text book
– Exercises: 7.2, 7.4, 7.5, 7.7 (group)
• Håkans tasks from last Tuesday (se last page in his presentation on
BLACKBOARD).
7.1 For the original design problem (Exercise 4.1), develop a functional model by
a. Stating the overall function.
b. Decomposing the overall function into sub functions. If assumptions are needed to refine this below the first
level, state the assumptions. Are there alternative decompositions that should be considered?
c. Identifying all the objects (nouns) used and defending their inclusion in the functional model.
7.2 For the redesign problem (Exercise 4.2), apply items a–c from Exercise 7.1 and also study the existing
device(s) to establish answers to these questions.
a. Which subfunction(s) must remain unchanged during redesign?
b. Which subfunctions (if any) must be changed to meet new requirements?
c. Which subfunctions may cease to exist?
7.3 For the functional decomposition developed in Exercise 7.1,
a. Develop a morphology as in Fig. 7.21 to aid in generating concepts.
b. Combine concepts to develop at least 10 complete conceptual designs.
7.4 For the redesign problem functions that have changed in Exercise 7.2,
a. Generate a morphology of new concepts as in Fig. 7.21.
b. Combine concepts to develop at least five complete conceptual designs.
7.5 Find at least five patents that are similar to an idea that you have for
a. The original design problem begun in Exercise 4.1.
b. The redesign problem begun in Exercise 4.2.
c. Aperpetual motion machine. In recent times the patent office has refused to consider
such devices. However, the older patent literature has many machines that violate
the basic energy conservation laws.
7.6 Use brainstorming to develop at least 25 ideas for

46. a. A way to fasten together loose sheets of paper.
b. A device to keep water off a mountain-bike rider.
c. A way to convert human energy to power a boat.
d. A method to teach the design process.

47. 7.7 Use brainwriting to develop at least 25 ideas for
a. A device to leap tall buildings in a single bound.

48. b. A way to fasten a gear to a shaft and transmit 500 watts.
7.8 Finish reverse engineering the one-handed bar clamp in Figure 7.7
7.9 Choose a relatively simple product and functionally decompose it to find the flow of force, energy and
information.
C H A P T E R 8
Concept Evaluation and Selection
8.10 EXERCISES
Exercises: old CH 7 excercises from last lecture and new 7.6 (group), 7.9 (group)
–Exercises 8.1a,d, 8.2 b,c, 8.3 a,c,e
8.1 Assess your knowledge of these technologies by applying the six measures given in Section 8.4.
a. Chrome plating

50. 8.2 Use a Decision Matrix or a series of matrices to evaluate the
a. Concepts for the original design problem (Exercise 4.1)

51. b. Concepts for the redesign problem (Exercise 4.2)
c. The alternatives for a new car
d. The alternatives between various girlfriends or boyfriends (real or imagined)
e. The alternatives for a job
Note that for the last three the difficulty is choosing the criteria for comparison.

53. 8.3 Perform a mishap assessment on these items. If you were an engineer on a project to develop each of these
items, what would you do in reaction to your assessment? Further, for hazardous items, what has industry or
federal regulation done to lower the hazard?

54. a. A manual can opener
b. An automobile (with you driving)
c. A lawn mower
d. A space shuttle rocket
C H A P T ER 9
Product Generation
9.9 EXERCISES
Exercises 8.1a,d, 8.2 b,c, 8.3 a,c,e
–Textbook CH9: 9.1, 9.2, 9.4
9.1 Develop a bill of materials for
a. A stapler
b. A bicycle brake caliper
c. A hole punch

55. 9.2 For the original design problem (Exercise 4.1), develop a product layout drawing or solid model by doing
these:

56. a. Develop the spatial constraints.
b. Develop a refined house of quality and function diagrams for the most critical interface.
c. Develop connections and components for the product.
d. Show the force flow through the product for its most critical loading.
9.3 For the redesign problem (Exercise 4.2):
a. Identify the spatial constraints for all important operating sequences.
b. At critical interfaces, identify the energy, information, and material flows.
c. Develop a refined house of quality and function diagrams for the most critical interface.
d. Develop new connections and components for the product.
e. Show the force flow through the product for its most critical loading.
9.4 Determine the force flow in
a. A bicycle chain.
b. A car door being opened.
c. A paper hole punch.
d. Your body while holding a 5-kg weight straight out in front of you with your
left hand.
9.5 For a part you designed, decide whether to make it or buy it from a vendor. The costestimating
templates available on the website for plastic part and machined part cost
estimation might be of help. See Sections 11.2.3 and 11.2.4 for discussion about these
cost estimators.
C H A P T E R 10
Product Evaluation for Performance and the
Effects of Variation
10.13 EXERCISES
10.1 For the original design problem (Exercise 4.1):
a. Identify the critical parameters and interfaces for evaluation.
b. Develop a P-diagram for each.
c. Choose whether to build physical models for testing or run an analytical experiment for each.

57. d. Perform the experiments or analysis and develop the most robust product.
10.2 For the redesign problem (Exercise 4.2), repeat the steps in Exercise 10.1.
10.3 You have just designed a tennis-ball serving machine.You take it out to the court, turn it
on, and quickly run to the other side of the net to wait for the first serve. The first serve
is right down the middle, and you return it with brilliance. The second serve is out to
the left, the third is long, and the fourth hits the net.
a. Does your machine have an accuracy or a variation problem?
b. Itemize some of the potential causes of each type of error. Consider the types of
―noise‖ discussed in Section 10.5.
10.4 Convince yourself about the applicability of normal distribution by doing these:
a. Measure some feature of at least 20 people and plot the data on normal-distribution
paper. Easy measurements to make are weight, height, length of forearm, shoe size,
or head circumference.
b. Take a sample of 50 identical washers, bolts, or other small objects and weigh each
on a precision scale. Plot the weights on normal-distribution paper and calculate the
mean and standard deviation.
10.5 For these design problems discuss the trade-offs between using analytical models and
using experimental models.
a. A new, spring-powered can opener
b. A diving board for your new swimming pool
c. An art nouveau shelf bracket
d. A pogo-stick spring
C H A P T E R 11
Product Evaluation: Design For Cost,
Manufacture, Assembly, and Other Measures
11.11 EXERCISES
11.1 For the product developed in response to the design problem begun in Exercise 4.1, estimate material
costs, manufacturing costs, and selling price. How accurate are your estimates?

58. 11.2 For the redesign problem begun in Exercise 4.2, estimate the changes in selling price that result from
your work.
Exercises 11.3 and 11.4 assume that a cost estimation computer program is available or that a vendor can help
with the estimates.
11.3 Estimate the manufacturing cost for a simple machined component:
a. Compare the costs for manufacturing volumes of 1, 10, 100, 1000, and 10,000 pieces with an intermediate
tolerance and surface finish. Explain why there is a great change between 1 and 10 and a small change
between 1000 and 10,000 pieces.
b. Compare the costs for fit, intermediate, and rough tolerances with a volume of 100 pieces.
c. Compare the costs of manufacturing the component out of various materials.
11.4 Estimate the manufacturing cost for a plastic injection-molded component:
a. Compare the costs for manufacturing volumes of 100, 1000, 10,000, and 100,000.
The tolerance level is intermediate, and surface finish is not critical.
b. Compare the cost for a change in tolerance.
c. Why does changing the material have virtually no effect on cost at low plastic injection volume (i.e., 100
pieces)?
11.5 Perform a design-for-assembly evaluation for one of these devices. Based on the results of your
evaluation, propose product changes that will improve the product. Be sure that your proposed changes do not
affect the function of the device. For each change proposed, estimate its ―value.‖
a. A simple toy (fewer than 10 parts)
b. An electric iron
c. A kitchen mixing machine or food processor
d. An Ipod, cassette, or disk player
e. The product resulting from the design problem (Exercise 4.1) or the redesign problem
(Exercise 4.2)
11.6 For the device chosen in Exercise 11.5, perform a failure mode and effects analysis.
11.7 For one of the products in Exercise 11.5, evaluate it for disassembly, reuse, and recycling.

59. ADDITIONAL DATA & PROJECT DISCUSSIONS

88. Tensile strength (ksi)
10 20 50 100 200 500
Hardness-Vickers(HV)
0.1
1
10
100
1000
High carbon steel
Medium carbon steel
Low carbon steel