This document provides instructions for observing and analyzing a product as part of a reverse engineering process. Students are asked to select a consumer product and record observations about it without taking it apart. They describe the product's purpose and intended function, sketch its components, hypothesize how it operates based on simple machines, and identify inputs, outputs, and the intended function. Students also note any mechanical components that are visible and anything about the function they cannot identify because components are hidden. The purpose is to understand the product's operation before disassembly.

1. Activity 3.2.1 – Product Observation
Purpose
Have you ever noticed how children are fascinated with how objects work? Many
engineers have stated that they can trace back their interest in their chosen field to
their childhood, when they would tear apart broken objects to figure out what caused
them to move and function.
Reverse engineering is a process that relies on this childhood fascination with
objects, and how they work. The process involves the study of an object’s visual,
functional, and structural qualities. Though it does not imply redesign, reverse
engineering is often a tool that is used to aid in the redesign of an object so that its
performance may be improved. Other reasons for performing reverse engineering
include reducing an object’s negative environmental impacts, maximizing
manufacturing techniques through the substitution of more appropriate materials,
discovering how a competitor’s product works, and increasing a company’s profit
margin.
You have performed a visual analysis of your selected product to identify the visual
design principles and elements that give the object its visual appeal, or lack there of.
The next step in the reverse engineering process involves the study of the object’s
function. This is done through careful observation of the object’s sequential
operation before it is disassembled. By first observing the product, you can
hypothesize how a product operates and then compare your predictions to your
actual findings after the part is dissected.
Equipment
• Activity 3.2.1a Example Product Observation
• Engineer’s notebook
• Number 2 pencil
Procedure
In this activity, you will analyze the function of your consumer product.
Before measurement and dissection, you must theorize how the product functions
through non-destructive observation. Identify your product’s name and the company
that produced it, and answer the following questions.
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IED – Unit 3 – Lesson 3.2 – Activity 3.2.1 – Product Observation – Page 1

2. Product Name: Test Rack
Company Name: L3 Avionics Systems
1. What is the purpose or primary function of the object?
To test the various indicators in different environments and make sure that they
function properly.
2. Sketch an isometric pictorial of the product in your engineer’s notebook, and
label the individual components. If you are not sure what a particular component
is called, then make a logical guess.
3. Make an educated guess as to how this product operates. Use simple machines’
terminology to explain the object’s sequential operation.
The testing rack is used primarily for one operation only. It is used to test the
various L3 indicators and make sure that each indicator does its job, whether it
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IED – Unit 3 – Lesson 3.2 – Activity 3.2.1 – Product Observation – Page 2

3. be to count time or shine a LED light. The worker inserts the various 99
indicators into the slots. Then he places 3-4 racks in the chamber, plugs them in
and starts the testing chamber. But there are little attachments that add their
own functions and change how it operates. The handle allows for the worker to
lift up the rack and make it easier to hold. The raised edge at the bottom makes
it easier for the worker to stack multiple racks inside the chamber.
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IED – Unit 3 – Lesson 3.2 – Activity 3.2.1 – Product Observation – Page 3

4. 4. Identify the system inputs, intended product function, and outputs in the table
below.
Inputs Product Function Output
Heat/Cold Chamber Testing Testing Results
Indicators
Power
5. What mechanical components are visible?
Indicators, Stainless Steel, Indicator Slots, Handle, Raised Edge, Bolts
6. What is it about this device’s function that you cannot identify, because the
mechanical components are hidden from plain view?
Where are the wires connecting the cord to the indicator slot.
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IED – Unit 3 – Lesson 3.2 – Activity 3.2.1 – Product Observation – Page 4

5. Problem 3.4.3a – Decision Matrix Template
Criteria
SIZE WEIGHT TEMP # of outlets Durability
CHANGE
Ideas Totals
Checkerboard 2 3 3 3 3 14
pattern outlets
with
checkerboard
holes in frame
(made of fiber
glass)
Horizontal and 1 3 2 1 3 10
vertical outlets
and holes in
frame(made of
carbon fiber)
Horizontal and 2 3 3 1 3 12
vertical outlets
and holes in
frame(made of
fiberglass)
SIZE: WEIGHT: TEMP CHANGE: # of outlets: Durability:
1:Bigger than L3 1: Weighs more than L3 1:-85 F to 285 F 1: Same as L3 1:Less durable than L3
2:Same as L3 2:Weighs the same as L3 2:-100 F to 400 F 2: Has a couple more 2: Same durability as L3
3:Smaller than L3 3:Weighs less than L3 3:-200 F to 800 F 3:Has more than 10 extra 3:More durable than L3
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IED – Teacher Guidelines – Support Materials – Unit 3 – Lesson 3.4 – Problem 3.4.3a – Decision Matrix Template – Page 1

6. Problem 3.4.3b - Product Improvement
Design Brief
Client Company: The Client Company is L3
Designers: Kevin Kubis and Olivia Foy
Problem Statement: We need to make a more efficient testing product that
withstands high & low temperatures, is light weight, and has
as many outlets as possible for testing.
Design Statement: We will create a wood model, which will represent various
metals that we would use in the real product. Our model will
show that the real products could be light weight and have
many outlets when made with the real metals.
Constraints: It has to withstand temperatures of -85 degrees F to 257
degrees F. It has to be as light or lighter weight then the
model used now. & it had to have as many outlets or more
then there already is.
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IED – Teacher Guidelines – Support Materials – Unit 3 – Problem 3.4.3b – Design Brief Template– Page
1

7. 1-May 2-May 3-May 4-May 5-May 6-May 7-May
Disassembly Chart
Product Observation
Analysis
Sketches
Product Research
Presentation Drawings
Orthographic Drawings
Inventor Models
Design Brief
Product Improvement
Modified Sketches
Oral Presentation

8. 8-May 9-May 10-May 11-May 12-May 13-May 14-May 15-May 16-May

9. 17-May 18-May 19-May 20-May

10. Product Improvement!
Kevin Kubis & Olivia Foy
1. We are going to make this product lighter in weight.
2. We will make it withstand higher and lower temperatures.
3. We will make the product have more outlets.
4. We will allow a more practical design for storage and practical use.

11. Activity 3.3.2a – Product Disassembly Chart
Product Name: Testing Rack for L3 Group members: Olivia Foy
Date: 4/28/11 Kevin Kubis
Time: 11:54
Part Part Qty Dimensions Function Material Texture/Finish Interaction General
# Name with Other Notes
Parts (i.e.: wear,
stress
indicators)
1 Brown 1 15.5 X 16.5 Keep wires & Phenolic smooth Screwed to Corners have
Backing X 1 inches electrical laminate metal frame broken off.
functions out of (substance is
harm. weak)
2 White 99 Total Allow place for plastic Bumpy texture Female part Fixtures have
Outlets diameter of fixtures to plug due to holes to the vibrated in the
1.129 inches; into. fixtures, outlets,
holes are attached to causing
.135 inches metal frame. changes in
test results.
3 Screws 14 .375 X .5 Keeps metal aluminum Smooth Screws into Flat-head
brackets holes in the screw driver
attached to brackets. unscrews it.
frame.
4 Fixtures 99 1inch depth, Keeps track of aluminum smooth Hooks into Used in
.75 inch time. outlets planes; has to
height, 1.25 withstand
inch length temps -85 to
257 degrees F
5 Metal 9 1 X 16.5 X Allows a place aluminum smooth Outlets are Are screwed
brackets .25 inches for the outlets to inserted into in with screws.
be attached. them;
attached to
metal frame.
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IED – Unit 3 – Lesson 3.3 – Activity 3.3.2a – Product Disassembly Chart –Page 1

12. Part Part Qty Dimensions Function Material Texture/Finish Interaction General
# Name with Other Notes
Parts (i.e.: wear,
stress
indicators)
6 Metal 1 3 X 15.5 X To hold brackets Steel & smooth Metal bars Needs to
frame 16.5 inches aluminum screwed into withstand
it bumping into
other objects.
7 Hexagonal 6 .375 X .50 Hold brackets to aluminum bumpy Screws into Unscrewed
screws metal frames metal with a Allen
brackets wrench
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IED – Unit 3 – Lesson 3.3 – Activity 3.3.2a – Product Disassembly Chart –Page 2

13. REVERSE
ENGINEERING!
By: Kevin Kubis and Olivia Foy
L3 Project

16. SOLUTION

18. Parts left the Same
•Brown Backing
•White Outlets
•Fixtures
Improved Parts
•Structure for outlet holes
•Brown Backing Assembly
•Storage Devices

19. Changes in Design
• Allowed for 14 more outlets by using a
checkerboard pattern rather than horizontal and
vertical pattern
• Slots in the frame to allow the brown backing to
slide in rather than screw in
• Pegs and holes in the frame so that many testing
devices can stack on top of one another for
storage use
• Make the frame out of fiberglass to make it very
lightweight and it still withstands temperatures -
200 degrees F to 800 degrees F

22. Conclusion
• We were able to make out design have more
outlets with the same dimensions for the
frame, make our design easily withstand the
changing temperatures, and make it a lot
more lightweight

23. Team Norms
Kevin Kubis & Olivia Foy
1. Everyone in the group will accept each others’ ideas.
2. Everyone will participate and play a large role in the outcome of the product.
3. Everyone will complete their assigned components of the project.
4. There will be no fighting between members
5. We will communicate fluently
6. Work will be split up evenly

24. 2 1
Parts List
ITEM QTY PART NUMBER MATERIAL VOLUME MASS
1 1 brown board Phenolic 19.125 0.953
2 in^3 lbmass
2 1 board fiberglass 141.591 0.164
in^3 lbmass
B 1 B
1
1
2
2
A A
STUDENT NAME DRAWING NAME DATE
kubis7124 Assembly.iam 5/17/2011
TEACHER NAME SCALE MATERIAL CLASS & PERIOD
WEDOFF .09:1 carbon fiber and T-202-03
plastic
2 1

25. 2 1
B B
A A
STUDENT NAME DRAWING NAME DATE
kubis7124 Assembly.iam 5/17/2011
TEACHER NAME SCALE MATERIAL CLASS & PERIOD
WEDOFF .14:1 plastic and carbon T-202-03
fiber
2 1

26. 2 1
4.00
B B
.50
15.50
16.00
2.25
4.50
.25
4.00 .50
2.50 .50
.50
2.00
.45
.62
.20 1.13
.75
18.50 19.00
A A
.35
.25
STUDENT NAME DRAWING NAME DATE
kubis7124 board.ipt 5/11/2011
TEACHER NAME SCALE MATERIAL CLASS & PERIOD
WEDOFF 0.14:1 carbon fiber and T-202-03
plastic
2 1

27. 2 1
.08
B B
15.00
17.00
A A
STUDENT NAME DRAWING NAME DATE
kubis7124 brown board.ipt 5/16/2011
TEACHER NAME SCALE MATERIAL CLASS & PERIOD
WEDOFF 0.16:1 plastic T-202-03
2 1