CHAPTER 8

Engineering Design

8.1 What Is Engineering Design?

Engineers create things. Engineers build things. In order to successfully perform these
tasks, engineers must be involved in design or in a design process. So what is engineer-
ing design and an engineering design process? Webster's dictionary defines design as
"to create, fashion, execute, or construct according to plan:' It defines a natural process
as "a natural phenomenon marked by gradual changes that lead toward a particular
result: a series of actions or operations conducing to an end; a continuous operation or
treatment, especially in manufacture:'
1his chapter may seem closely related to Chapter 5, "Problem Solving:' Indeed, there
are many similar topi(l; and themes in Chapter 5 that are important in Design. One of
the critical areas which impacts Design is the issue of "external constraints" that can
influence the outcome of the process. Appropriate references back to Chapter 5 will be
noted throughout this chapter.
In the work of engineers, engineering design is an important and ongoing activity.
Students who graduate with an engineering degree from an accredited program have
had a significant amount of design experience as part of their education. 'The Accredita-
tion Board for Engineering and Technology (ABET) has traditionally defined engineer·
ing design as follows:

Engineering design is the process of devising a system, component, or process to

meet desired needs. It is a decision-making process . .. in which the basic sciences
and mathematics and engineering sciences are applied to convert resources opti·
mally to meet a stated objective. Among the fundamental elements of the design
process are the establishment of objectives and criteria, synthesis, analysis, con·
struction, testing, and evaluation. ... it is essential to include a variety ofrealistic
constraints, such as economic factors, safety, reliability, aesthetics, ethics, and
social impact.

ABET then describes the basic educational components for a major engineering
design experience that must be included in an engineering program:

201
202 Chapter 8 Engineering Design Chapter 8 Engineering Design 203

Each educational program must include a meaningful, major engineering design 10·Stage Design Process
experience that builds upon the fundamental concepts of mathematics, basic
sciences, the humanities and social sciences, engineering topics, and communi- This chapter will present one design process (the 10-stage process) that is presently in
cation skills. The scope of the design experience within a program should match use. This process will then be applied to an existing product to analyze how each of the
the requirements of practice within that discipline.... all design work should not 10 stages may have been applied in the product's realization.
be done in isolation by individual students; team efforts are encouraged where The 10 stages that make up the process are as follows:
appropriate. Design cannot be taught in one course; it is an experience that must
grow with the student's development. A meaningful, major design experience • Stage 1: Identify the problem/product innovation
means that, at some point when the student's academic development is nearly • Stage 2: Define the working criteria/goals
complete, there should be a design experience that both focuses the student's • Stage 3: Research and gather data
attention on professional practice and is drawn from past course work. Inevitably, • Stage 4: Brainstorm/generate creative ideas
this means a course, or a project, or a thesis that focuses upon design. "Meaning- • Stage 5: Analyze potential solutions
ful" implies that the design experience is significant within the student's major • Stage 6: Develop and test models
and that it draws upon previous course work, but not necessarily upon every • Stage 7: Make the decision
course taken by the student. • Stage B: Communicate and specify
• Stage 9: Implement and commercialize
Many entering engineering students often confuse the "design process" with draft- • Stage lO:Perform post-implementation review and assessment
ing or art-related work. To clarify this, ABET adds the following:
The actual process begins with the appointtnent of a project manager or team leader.
Course work devoted to developing computer drafting skills may not be used to This individual will be responsible for oversight of the entire process to ensure that
satisfy the engineering design requlrement. certain key elements of each stage have been satisfied before the project moves on
to the next stage. This person will also be responsible for recrulting team members of
Most engineering programs concentrate their engineering design coursework in the varying backgrounds and expertise for each of the stages. The team will include non-
later part of the student's program, thereby allowing the student to apply much of the engineers as well as engineers. Some of the team members will be used throughout the
prerequisite background in math, science and related fields to the various engineering process, while others will be needed only for certain parts of the process.
problems. In most engineering programs, design courses comprise between 20% and
25% of the total curriculum.
Stage 1: Identify the Problem

Engineers are problem-solvers; and the problems they solve are often identified as
8.2 The Design Process the specific needs and problems of customers. For example, a new prosthesiS may
be required to overcome a particular handicap, or increased gas mileage standards
It is important to realize that there is not one uniform approach to engineering design demand higher-efficiency engines, or a new computer program is needed to monitor
that is followed by practicing engineers. Some firms approach engineering design as a modified manufacturing process, or new safety devices are required to better protect
a short, simple process with only a few steps, while others use a more complex, mul- infants in automobiles. Therefore, the first stage to problem solving in engineering
ti-step method with several stages. No matter what process is used, it is important to design is to establish the actual problem clearly, and to identify sources of information
realize that engineering design is always continuous. The completion of one design, to help understand the scope and nature of the problem.
or the solution of one problem, may serve to open up opportunities for subsequent The project manager will call upon the resources of various individuals to assist with
designs or modifications. these initial stages in the process. There may be a multitude of sources outside as well
A design process is used whether a product is being developed for an ongoing manu- as within the organization that can assist with solving the problem. Many firms have a
facturing process, where thousands or even millions of a certain item will be produced, research and development unit made up of scientists and engineers who possess the
or for a one-time design, such as with the construction of a bridge, dam, or highway exit training and expertise to assist with problem evaluation. In addition, sales engineers,
ramp. who maintain consistent contact with outside individuals, can provide valuable input
Chapter 8 Engineering Design Chapter 8 Engineering Design 205

on problem identification. If the problem is one of expanding a current product line 11. Will our customers want to purchase it?
or modifying an existing system to Improve it or make it better fit customer needs, 12. Will customers want to purchase this version instead of a competitor's product?
management will likely playa role in the definition of the problem. Each group would
be represented on the team at this stage. Once some preliminary working criteria have been established, it is important to try
Externalresources may come from trade shows, conferences, technical presentations, to develop overall goals for the process. This is basically a statement of objectives which
patent listings, and publications. Ideas generated from existing or prospective clients can be evaluated as the design process evolves. Using the example of new standards
may also be valuable. Information gathered from external research agencies, private Implemented to increase gas mileage and reduce emissions in automobiles, the goals
laboratories, and government-funded foundations can be useful as well. In addition, for the design might be: "To develop an automobile engine which produces 25% less
an awareness of the competition and what products and services they are involved with emissions while increasing gas mileage by 10%:'
can be beneficial in problem identification. At this early stage in the process, it is helpful Having overall goals established for the project provides a means of evaluating,
to establish a preliminary, formal statement of the problem. For example, the need for monitoring, and changing, if necessary, the focus of the process as it evolves through
a new automobile safety device for Infants might evolve into a preliminary statement the 10 stages. For the project manager, the criteria and goals become a "checkpoint"
of the problem as follows: "Develop a better child restraint system that will protect for assessing the progress to date, and will help them determine if the project is ready
children involved in automobile collisions:' to move to the next stage, or if the process needs to return to Stage 1 for re-evaluation.
It is Important at this point to review the section of Chapter 5 which discusses the
"real Problem:' Before going ahead with the design process, the team must be certain
that the correct issues and background have been thoroughly explored so the most Stage 3: Research and Ciather Data
appropriate solutions can be developed.
At this point, if the project manager is satisfied that all necessary issues have been This stage is very important to all remaining stages of the design process. Having
resolved, the project will likely be passed on to the next stage where project criteria and good, reliable background Information is necessary for the team to begin exploring all
goals will be developed. relevant aspects of the problem. Consistent with the preliminary working criteria and
the goals that have been established, the team members selected for this phase of the
process must determine what types of Information will be needed and the best sources
Stage 2: Define the Working Criteria and Cioals of that Information. For example, they may want to know such things as:

Once the problem has been identified, it is Important for the team to be able to validate 1. What Information has been published about the problem?
It throughout the design process. This requires the establishment of certain working 2. Is there a solution to the problem that may already be available?
criteria, or standards, which can be used in each of the 10 stages to measure possible 3. If the answer to the above is yes, who is providing it?
solutions. The ultimate objective in this stage is to be able to establish preliminary 4. What are the advantages of their solution?
goals which will act as the focal point of the team as it works through the process. The 5. What are the disadvantages of their solution?
development of some working criteria provides a means to compare possible solutions. 6. What is the cost?
At this stage of the design process, everything is preliminary, so it is still possible for the 7. Is cost a significant issue?
team to modify the criteria if necessary. 8. What is the ratio of time spent compared to overall costs?
Examples of working criteria could include answers to the follOwing questions: 9. Are there legal issues to consider?
10. Are there environmental concerns which must be considered?
1. How much will it cost?
2. Will it be difficult to produce? There are many possible resources the team members can utilize to assist them in
3. What will be the size, weight, strength? their research. A good starting point may be a simple search using the Internet. This may
4. What will it look like? provide useful sources of material that can serve as the focus for additional research.
5. Will it be easy to use? Other sources of reference Information may come from:
6. Willit be safe to use?
7. Are there any legal concerns? 1. libraries
8. Will it be reliable and durable? 2. professional associations (technical and non-technical)
9. Can It be recycled? 3. trade journals and publications
10. Is this what the customer truly wanted? 4. newspapers and magazines
206 Chapter 8 Engineering Design Chapter 8 Engineering Design 207

5. market assessment surveys made about any member's idea, and no negative comments are allowed. The goal Is to
6. government publications develop a long list of possible alternative solutions to the problem at hand. The group
7. patent searches and listings (U.S. Patent Office: www.uspto.gov.) leader should be able to encourage participants to' suggest random thoughts and ideas.
8. technical salespersons and their reference catalogs Some students may have had the opportunity to engage in brainstorming exercises.
9. professional experts including engineers, professors, and other scientists BrainstOrming can be fun and highly stimulating to the creative process. For example:
10. the competition's product (How do they construct it? Disassemble their product
and study it.)
How many ways can you suggest to use a piece of string and a Styrofoam drinking cup? I
What could be created from a trash bag that contains some old magazines, tape and a
ruler? Think ofways your student organization could earn eXtra funds for a field trip, etc.
Detailed files, notes, pictures, sketches, and other supporting materials will be It is conceivable that a brainstorming session would be continued on a second occasion
maintained by the team to assist them as they proceed through the remaining stages to allow members time to consider other possible options. When the group reconvenes,
of the design process. As new supporting information is discovered by the team, the members may have several new ideas or new perspectives for examining the problem.
material will be added as additional reference resources. At the conclusion of this stage, the group should have a long list of potential solutions
Depending on the type of information that has been collected, at this point it may to the problem. It is important to remember that at this stage of the process no idea has
be appropriate to review the established preliminary working criteria and the overall been eliminated from consideration. Each idea will be evaluated eventually, but it is
goals. To assist the project manager throughout the process, some modifications may important to keep all options open at this stage.
need to be made. For example, it may be determined that one or more of the criteria Once the project manager is satisfied that all possible solutions have been suggested,
may not actually apply to the problem. Likewise, new issues may surface which may the project will likely be cleared for the next stage.
necessitate the addition of new criteria or a modification of the goals. It is important to
have these issues resolved before moving on to the neXt stage.
Stage 5: Analyze Potential Solutions

Stage 4: Brainstorm/Generate Creative Ideas Note: Chapter 5.3 discussed the Analytic Method in detail. That information is directly
related to this material in this stage. In the early part of the analysis stage (Phase I), it is
The basic concept involved at this stage of the important to try to narrow the ideas generated in the brainstorming stage to a few ideas
process is to creatively develop as many potential which can be subjected to more sophisticated analysis techniques. This early narrowing
solutions to the problemas possible. The more ideas could include:
that can be generated, the better the likelihood of • Examine the list and eliminate duplicates. As discussed earlier, it is important not
identifying a feasible solution to the problem. The to create limited categories, but only to eliminate repeated ideas. If two are similar,
project manager will want to gather a group of both should remain at this point.
individuals from both technical and non-technical • Allow the group to ask clarifying questions. This could help identify duplicate ideas.
backgrounds to provide their unique perspective • Ask the group to evaluate the ideas. The group members can vote for their top three
to the problem. This group may include engineers, ideas, and those that gain the most votes will be retained for more detailed analysiS.
scientists, technicians, shop workers, production
staff, finance personnel, managers, computer At this point, there will probably be a small number of ideas remaining. These
specialists, and perhaps even a few clients. can now be analyzed using more technical and perhaps time-consuming analysis
A major method of generating multiple ideas techniques (Phase II).
to a problem is called Creative Problem Solving, A variety of individuals should be involved at this stage, but the engineer will be of
using a technique called brainstorming. (Note: For primary importance. The analysis stage requires the engineer's time and background. It
a thorough discussion of creative problem solving is here that one's training in mathematics, science, and general engineering principles
and brainstorming strategies, please refer to are extensively applied to evaluate the various potential solutions. Some of the
Section 5.6 in Chapter 5.) With this method, a large techniques in this phase can be time consuming, but a thorough and accurate analysis
group of individuals with varying backgrounds is important before the project moves to the next stage in the process. For example, if
and training are brought together to attempt to solve a particular problem. Every idea the problem under consideration was the development of an automobile bumper that
that is spontaneously contributed from the group is recorded. The basic premise is could withstand a 20-mile-per-hour crash into a fixed object barrier, several forms of
that no idea is deemed too wild or illogical at this stage. No preliminary judgments are analysis could be applied, including:
208 Chapter 8 Engineering Design Chapter 8 Engineering Design 209

Common sense: Do the results seem reasonable when evaluated in a simple form? Mathematical models: Various conditions and properties can be mathematically
Does the solution seem to make sense compared to the goal? related as functions and compared to one another. Often these models will be
Economic analysis: Are cost factors consistent with predicted outcomes? computerized to assist in visualizing the changing parameters in each of the models.
Analysis using basic engineering principles and laws: Do each of the proposed Computer models: There are various types of computer models which can be
solutions satisfy the laws of thermodynamics? Newton's laws of motion? The basic used. Typically these models allow the user to create on-screen images which can be
principles of the resistance of a conductor, as in Ohm's law, etc.? analyzed prior to the construction of physical models. The most common computer
Estimation: How does the performance measure up to the predicted outcomes? If modeling is referred to as CAD (Computer Aided Design) where models are designed
the early prediction was that some of the possible bumper solutions would perform and displayed as three-dimensional wire-frame drawings or as shaded and colored
better than others, how did they perform against the estimate? (Review Chapter 5.3 for pictures. The computer can also be used to control equipment that can generate solid
a more thorough discussion of Estimation.) models using techniques such as "stereo-lithography:' where quick-hardening liquids
Analysis of compatibility: Each of the possible solutions and their related are shaped into models or other forms of "rapid prototyping:' These on-screen models,
mathematical and scientific principles are compared to theworking criteria to determine or the prototype models they produce, can then be used in the testing process.
their degree of compatibility. For example: How would each bumper solution meet the Scale models: Typically, these smaller models have been built to simulate the
criteria of being cost-effective? What would be the size, weight, and strength of each of proposed design but may not include all of the particular features or functions. These
the proposed solutions? How easy would each one be to produce? ' models are often called prototypes or mock-ups and are useful in helping engineers
Computer analysis techniques: One frequently used method is finite element visualize the actual product. Such models may be used to depict dams, highways, bridges,
analysis. With this method, a device is programmed on a computer and then numerically new parts and components, or perhaps the entire body of a prototype automobile.
analyzed in segments. These segments are then compared mathematically to other Diagrams or graphs: These models provide a tool for visualizing, on a computer or
segments of the concept. In the bumper crash example, the effects of the impact could on paper, the basic functions or features of a particular part or product. These diagrams
be analyzed as a head-on cra.sh and then compared to a 45-degree angle collision or or graphs could be the electrical circuit components of an operating unit of the product,
a side-impact crash. As each section is analyzed, the 'worst-case scenario" can be or a visualization of how the components eventually may be assembled.
evaluated. Once the models have been developed and created, it is time to test each of
Conservative Assumptions: As discussed in Chapter 5, this technique can be most them. Performing a variety of tests on each of the models allows for comparison and
useful in analysis. It can build safeguards into the analysis until more data is generated. evaluation against the working criteria and the overall goals that have been established.
In actuality, tests are done continually throughout a project including early models,
After each of the working criteria have been examined and compared to the list
prototypes, and the testing of product quality as the product is manufactured or built.
of possible solutions, a process eliminates those that have not performed well in the
However, the results of the testing done in this stage establish the foundation for the
various forms of analysis. It is expected at this point that only three to five options from
decisions that will be made about the future of this project.
the original list of prospective solutions will remain. These remaining options will then
Examples of these tests include:
be reviewed by the project manager, who will likely authorize that the project be cleared
for the next stage, assuming that these remaining options meet the working criteria and Durability: How long will the product run in testing before failure? If the product is
overall goals. If not, the process will need to be terminated, or return to an earlier stage a structure, what is its predicted life span?
to correct the problem. Ease of assembly: How easily can it be constructed? How much labor will be
required? What possible ergonomic concerns are there for the person operating the
equipment or assembling the product?
Stage 6: Develop and Test Models Reliability: These tests are developed to characterize the reliability ofthe product
over its life cycle, to simulate long-term use by the customer.
Once each of the prospective solutions has been analyzed and the list of feasible op- Strength: Under what forces or loads is a failure likely, and with what frequency is
tions has been narrowed to a few possibilities, it is time to enter the phase where spe- it likely to occur? "
cific models will be developed and tested. Again, in this stage it is important to have Environmental: Can the parts be recycled?
a strong background in engineering coupled with experience and sound judgment. Quality consistency: Do tests show that product quality is consistent in the various
However, this stage will also involve team members who are computer specialists, shop stages? Is the design such that it can be consistently manufactured and assembled?
workers, testing technicians, and data analysts. What conditions need to be controlled during manufacture or construction to ensure
There are several types of models which are commonly used by engineers and others quality?
in this stage. These include: Safety: Is it safe for consumer use?
;z10GHapter 8 EngIneering Design Chapter 8 Engineering Design 211

Consistency of testing: This technique examines each of the testing methodologies Based on this sample decision table, it appears that while none ofthe proposed solutions
against the various results obtained to determine the consistency among the various have scored near the "ideal" model, Solution #3 did perform better than the others. Using
tests. In the bumper design example, the testing methodology might be different for this information, the project manager and team leaders would make the final decision to
a head-on impact test than for a 45-degree crash test in order to minimize testing "go" or "no-go" with this project. They may decide to pursue Solution #3, to begin a new
inconsistencies.
process, or even to scrap the entire project. Assuming they decide to pursue Solution #3,
All of this information will be evaluated by the project manager. If the manager is the team would prepare the appropriate information for the next stage in the process.
satisfied that these results consistently meet the working criteria and overall goal, the
project will likely be cleared for the next stage.
Stage 8: Communicate and Specify

Before a part, product or structure can be

Stage 7: Make the Decision manufactured, there must be complete and
thorough communication, reporting, and
At this stage, it is important for the team members to establish a means to compare and specification for all aspects of the item. Team
evaluate the results from the testing stage to determine which, if any, of the possible member engineers, skilled craft workers, computer
solutions will be implemented. The working criteria that have been used throughout designers, production personnel, and other key
the process are the critical factors which will be used to determine the advantages and individuals associated with the proposed project
disadvantages of each of the remaining potential solutions. One of the ways to evaluate must work together at this stage to develop the
the advantages and disadvantages of each of the proposed solutions is to develop a appropriate materials. Such materials include
decision table to help the team visualize the merits of each. Typically, a decision table detailed written reports, summaries of technical
lists the working criteria in one column. A second column assigns a weighted available presentations and memos, relevant e-mails,
point totalfor each of the criteria. The team will need to determine the order of priority diagrams, drawings and sketches, computer
of each of the criteria. The third column then provides performance scores for each of printouts, charts, graphs, and any other relevant
the possible solutions. A sample Decision Table might look like the one that follows. and documented material. This information will be
critical for those who will be involved in determining
TABLE 8.1 A Decision Table final approval for the project, as well as the group
involved in the final implementation of the product. They must have total knowledge of
Working Criteria Points Available all parts, processes, materials, facilities, components, equipment, machinery, and systems
#1 #2 #3
that will be involved in the manufacturing or production of the product.
Cost 20 10 15 Communication is an important tool throughout the design process, but especially
18
in this stage. If team members cannot adequately sell their ideas to the rest of the
Production Difficulty 15 8 12 14 organization, and be able to appropriately describe the exact details and qualities of the
Size, Weight, Strength 5 5 4 4 product or process, then many good possible solutions might be ignored. At this stage
Appearance of the process, it also may be important to create training materials, operating manuals,
10 7 6 8 computer programs, or other relevant resources which can be used by the sales team,
Convenient to use 5 3 4 4 the legal staff, and prospective clients and customers.
Safety 10 8 At this point, if the project manager is satisfied that all necessary materials have
7 8
been adequately prepared and presented, the project will likely be passed on to the
Legal issues 5 4 4 4 next stage, the implementation stage.
Reliability/Durability 15 7 9 11
Recyclabillty 5 4 3 Stage 9: Implement and Commercialize
4
Customer Appeal 10 7 8 9 The next-to-Iast stage of the design process is critical, as it represents the final
Total 100 63 72 opportunity for revision or termination of a project. At this point in the process, costs
84
begin to escalate dramatically, so all serious issues should be resolved by this time.
 Chapter 8 Engineering Design 213
212 Chapter 8 Engineering Design

In addition to the project manager and team leaders, there are a number of other
Individuals Involved at this stage, representing a variety of backgrounds and areas EXERCISES AND ACTIVITIES
of expertise. While engineers are a part of this stage, many of the activities here are
performed by others. Some of those Involved In this stage may Include: Disassemble one of the devices listed below, and put it back together. Sketch a
8.1
Management and key supervisory personnel. These individuals will make the diagram of all the parts and illustrate how they fit together to make the device operate.
ultimate decisions concernlng the proposed project. They are concerned with the List at least three ways you think the design could be improved. Choose one of the
long-term goals and objectives of the organization, determining future policies and followlng devices: a) flashlight, b) lawn sprinkler, c) sink faucet, d) stapler, e) toaster, f)
programs that support these goals, and making the economic and personnel decisions computer mouse.
that affect the overall health of the organization.
R2 Prepare a list of questions that should be resolved In identifying each of the following
Technical representatives. These may Include skilled craft workers, technicians,
drafters, computer deSigners, machlne operators, and others Involved In manufacturing problems: "
and production. This group will have primary responsibility for getting the product "out a) Develop an Improved manual gearshift for a mountain bike.
the door:' b) Develop a better braking system for In-line skates.
Business representatives. This group may consist of: c) Develop a recliner chair that Incorporates six built-In surround sound speakers In
the unit.
• human resource personnel if new Individuals must be hired d) Develop a hands-free flashlight.
• financial people to handle final budget details and financial analy~is questions e) Develop a theft-proof bicycle lock.
• purchasing personnel who will procure the needed materials and supplies f) Develop a baseball cap with wireless stereo headphones.
• marketing and advertising staff members who will help promote the product g) Develop a secure storage area on a bike for a helmet.
• sales people who will be Involved In the actual selllng and distribution of the product h) Develop a new idea to reduce overcrowded parking on campus.
1) Develop a hands-free cellphone that can be used when doing activities.
Attorneys and legal support staff. The legal representatives who will handle a variety j) Develop a shockproof cell phone carrying case.
of/egal issues Includlng patent applications,Insurance, and risk protection analysis.
8.3 Develop a list of working criteria that could be used in decldlngwhether to:
If all parties are In agreement that all criteria have been satisfied and the overall goal
achieved, the actual production and commercialization will begin. However, there is a) Accept a co-op job offer from Company A or Company B.
one remalnlng stage where the project activities and processes will be evaluated and b) Study overseas for the Fall semester or remain on campus.
reviewed. (Note: Some stages of the process may be monitored differently depending c) Buy a new car or repair your old one.
on whether the project relates to a one-time product, I.e., a bridge or dam, or an ongoing d) Purchase a desktop or laptop computer.
manufacturing process.) e) Change your major or remain In engineering.
£) Purchase a new computer or upgrade your current model.
g) Live In the dormitory or lease an off-campus apartment next year.
Stage 10: Perform Post-Implementation Review and Assessment h) Pledge a fraternity/sorority.

8.4 Identify five product, structure, or system designs you think can be Improved. Pick one
At this point, it is assumed that the project is In full production. The project manager,
and write a preliminary problem statement for the engineering design process.
key supervisory personnel, and team members who had significant input with the
project are gathered together for a final project review and assessment. This stage
8.5 Using an item from your list In Exercise 8.4, develop a Jist of referenc: materi~S that
Involves the termination of the project team, since the product is now considered to be would be used In developing possible solutions to the problem. PrOVide specific
a regular product offering In the firm's overall product line. The product's performance
examples.
is reviewed, Includlng the latest data on production efficiency, quality control reports,
sales, revenues, costs, eXpenditures, and profits. An assessment report is prepared 8.6 Get together with three other classmates and brainstorm at least 30 ways to use one of
which will detail the product's strengths and weaknesses, outline what has been learned the followlng objects:
from the overall process, and suggest ways that teams can improve the quality of the
process In the future. This report will be used as reference for future project managers a) Two-foot length of string
and teams to consult. b) Ping-pong ball
214 Chapter 8 Engineering Design

c) Three plastic pop bottles

d) Page of notebook paper and a 2-inch piece of tape
e) Old telephone directory CHAPTER 9
f) Trash bag
g) Deck of playing cards
h) Yo-yo Technical Communications
i) Frisbee
j) Metal coat hanger
k) Empty plastic milk container
1) 15 paper clips Engineers must possess the technical skills to complete engineering analysis, evalua-
m)2 tubes from paper towel rolls and 2 pages of newspaper tion, and design. However, these skills are essentially useless if they cannot be com-
n) Deflated balloon municated to the variety of audiences with whom engineers work. These audiences
0) Bag of marshmallows will have a wide range of technical skills and might come from backgrounds extremely
p) Newspaper and 12" of masking tape different from yours. To communicate effectively as an engineer, you need to under-
stand your audiences, the desired effects you wish to have on these audiences, and the
8.7 Using the information you developed in Exercise 8.4, prepare a decision table for three
possible alternative solutions. conventions of communication these audiences will expect you to follow (as shown in
Figure 9.1). In other words, you will need to employ a rhetorical strategy to make your
8.8 Read a current newspaper or magazine article (possibly on the Web) that describes attempts at communication with these disparate audiences successful.
and discusses a new product, device, or system. Prepare a three- to four-page essay The rhetorical triangle shown in Figure 9.1 is an illustration of the considerations to
which analyzes and explains, in ,detail, each of the stages of the design process that be made in any communication scenario. The triangle represents three questions you
were probably involved in the engineering of this product or device. Apply each stage can ask yourself to help you to make good choices in any rhetorical context.
of the 10-stage design process discussed in this chapter to your product or device, and
use specific examples to support your statements. Make sure you list your sources in • Who is my audience? Do I know them personally? What are their attitudes? Needs?
the body of the paper or in a bibliography. Values?
• What is my purpose? Am I trying to explain something? Share something? Sell
8.9 Put together a team of five students from your class. Using the lO-stage design process,
something? How do I want the audience to respond?
have your team develop a portable, garage-like covering for a bicycle that can be • What is expected of me as a communicator? Are there conventional approaches to
stored somewhere on the bike when not in use.
this task? How do I make the desired impression?
8.10 Put together a team offour or five students from your class. Using the 10-stage design
process, build the tallest possible tower that can support a 12-oz can of soda/pop.
Materials: one roll of masking tape, one package of straws, and one can of soda/pop.
Constraints: Your tower must be free standing. The base must fit on a plate. Your tower
must stand for 5 seconds under load for measurement. After the design is complete, 30
minutes will be allowed for tower construction.

8.11 Put together a team of four or five students from your class. Using the lO-stage design
process, build a bridge that spans three feet between supports that contact the
ground. Materials: one roll of duct tape, ten feet of rope, a 40 inch by 75 inch piece of
cardboard, and 14 cardboard slats. After the design is complete, 40 minutes will be
allowed for tower construction and testing. The test: one of your team members must
walk heel-to-toe across the bridge.
Figure 9.1 The rhetorical triangle.
8.12 Put together a team of five students from your class. Using the lO-stage design process,
have your team develop a carrying mechanism for Rollerblades and/or your shoes . Of course, these questions overlap; they are parts of an overall context for commu-
when one is not in use. nicaring. For example, is the context professional? Is it technical? What are the time

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