Modern Enhancements in Teaching Design Theories to Mechanical Engineering Students

By Asgari, Alireza; Yang, Chunhui et al. | Australasian Journal of Engineering Education, June 2012 | Go to article overview

Modern Enhancements in Teaching Design Theories to Mechanical Engineering Students


Asgari, Alireza, Yang, Chunhui, Rolfe, Bernard F., Australasian Journal of Engineering Education


1 INTRODUCTION

Design education focuses on teaching students how to do design, and these design courses could be offered from freshmen to senior year at universities depending on the curriculum requirements (Tomiyama et al, 2009). Adams et al (2003) pointed out educating effective engineering designers is an important goal. Exploring the extent to which this goal is met hinges on our ability to characterise what contributes to the effectiveness of learning design, and to map students' performance against such standards.

Among design theory and methodology, design-for-X (DFx) is an important term in engineering design, which can also be understood as design-for-excellence or design-for-e very thing, as it covers a wide range of purposes during the design process. Further, from the perspective of design, X can be Teganded as a variable or a variable vector with infinite number of feasible values according to our design requirements. DFx is primarily an engineering approach aiming to improve design and manufacturing of engineered products from cradle to grave. Engineering products hereby will be defined as something discrete, engineered and physical, which can be as simple as a screwdriver or as complex as an airplane. This excludes development of products such as services or software. For engineered products, competitiveness of the manufacturer in its marketplace is a crucial factor that must be met by increasing product quality while decreasing production (and post-production) costs. DFx aims to achieve this goal in the domain of X, by representing a body of knowledge, procedures, analyses, metrics and design recommendations. X is a characteristic of the product, its production or its Hfecycle management. The most important Xs are assembly (DFA), manufacturing (DFM), disassembly (DFD), recyclability (DFR), environment (DFE) and safety (DFS). The latter concept itself involves other techniques that aim to identify the results or effects of item failure on system operation and eliminate or reduce the severity of those effects. This is generally known as failure mode effect analysis (FMEA), which can be educated outside the generalised scope of DFx mentioned above. In essence, FMEA is a method to systematically identify and correct potential product or process deficiencies before they occur.

DFA has been widely known and taught in higher education since the mid-1980s after Geoffrey Boothroyd and Peter Dewhurst developed its underlying principles (Boothroyd & Dewhurst, 1984). The most important aspect of DFA, similar to other DFxs, is to provide a well-defined method to assist decision making process for engineering teams who usually face multiple, and often conflicting, goals. Their detailed design and manufacturing decisions can substantially impact product quality and cost, which is a key determinant of the economic success of the product. DFA provides metrics and measures to compare alternative designs and configurations and frees the engineer's mind towards more creative efforts early in the product development process.

Hands-on product dissection and disassembly has proven to be a useful method in DFA education (Smith, 1998). Smith (1998) presented an approach where an integrated set of lectures, laboratory exercises and examination were developed for DFA education of industrial engineering students. In his approach, students learn the theory of DFA in lectures and subsequently implement the theory in laboratory exercises by dissecting and analysing products that are carefully selected by the teacher. Smith's approach relies on using Ullman (1992) table, which involves a series of rating criteria to assess each component of the product. There are other simple methods such as Poli-Graves expert system spreadsheet that have been used for DFA education too (Wardeiner, 1996). However, most of these methods are quite basic compared to more rigorous methods such as that developed by Boothroyd & Dewhurst (1984). …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Modern Enhancements in Teaching Design Theories to Mechanical Engineering Students
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.