IED – Introduction to Engineering Design
Unit 1………………Design Process
Unit 1 is to introduce students to the broad field of engineering
and a design process that engineers use to develop innovative
solutions to real problems. Students become familiar with
the traditional big four disciplines of engineering and the extensive
array of career opportunities and engineering problems addressed
within each discipline. A design process is presented as a structured
method for approaching and developing solutions to a problem.
The art and skill of brainstorming is emphasized as students begin
to develop skill in graphically representing ideas through concept sketching.
Unit 2………………Technical Sketching and Drawing
Unit 2 is for students to develop an understanding of the purpose and practice
of visual representations and communication within engineering
in the form of technical sketching and drawing. Students build skill and
gain experience in representing three-dimensional objects in two dimensions.
Students will create various technical representations used in visualization,
exploring, communicating, and documenting design ideas throughout
the design process, and they will understand the appropriate use of
specific drawing views (including isometric, oblique, perspective,
and orthographic projections). They progress from creating free hand
technical sketches using a pencil and paper to developing engineering
drawings according to accepted standards and practices that allow
for universal interpretation of their design.
Unit 3………………Measurement and Statistics
Unit 3 is for students to become familiar with appropriate practices and the applications
of measurement (using both U. S. Customary and SI units) and statistics within
the discipline of engineering. Students will learn appropriate methods of making
and recording measurements, including the use of dial calipers, as they come
to understand the ideas of precision and accuracy of measurement and their
implications on engineering design. The concepts of descriptive and inferential
statistics are introduced as methods to mathematically represent information
and data and are applied in the design process to improve product design,
assess design solutions, and justify design decisions. Students are also provided
with practice in unit conversion and the use of measurement units as an aid in
solving practical problems involving quantities. A spreadsheet program is used
to store, manipulate, represent, and analyze data, thereby enhancing and extending
student application of these statistical concepts.
Unit 4………………Modeling Skills
Unit 4 introduces students to a variety of modeling methods and formats used to represent
systems, components, processes, and other designs. Students are provided experience
in interpreting and creating multiple forms of models common to engineering as they
apply the design process to create a design solution. Students create graphical models
of design ideas using sketches and engineering drawings and create graphs and charts
to represent quantitative data. In this unit students are introduced to three-dimensional
computer modeling. They learn to represent simple objects in a virtual 3D environment
that allows for realistic interactions and animation. The modeling software is also used
to provide an efficient method of creating technical documentation of objects.
Students are provided the opportunity to create a physical model of a design
solution to be used for testing purposes. Mathematical modeling is introduced,
and students learn to find mathematical representations (in the form of linear functions)
to represent relationships discovered during the testing phase of the design process.
Unit 5………………Geometry of Design
Unit 5 provides students the opportunities to apply two- and three- dimensional
geometric concepts and knowledge to problem solving and engineering design.
Fluency in these geometric concepts is essential in every phase of the design
process as problems are defined, potential solutions are generated to meet
physical constraints, alternate design solutions are compared and selected,
final designs are documented, and specifications are developed. Geometric
concepts are also important in the appropriate application of geometric
and dimensional relationships and constraints for effective use of three-dimensional
computer modeling environments that employ parametric design functionality.
In this unit students use geometric concepts and physical properties to solve a
wide variety of problems, progressing from computations of surface area, weight,
or volume in order to provide cost estimates to the identification of materials
based on physical property observations. Students will also use 3D computer
models to compute physical properties that can be used in problem solving
and creation of design solutions.
Unit 6………………Reverse Engineering
Unit 6 exposes students to the application of engineering principles and practices to
reverse engineer a consumer product. Reverse engineering involves disassembling
and analyzing a product or system in order to understand and document the visual,
functional, and/or structural aspects of its design. In this unit students will have the
opportunity to assess all three aspects of a product’s design. Students will learn the
visual design elements and principles and their application in design. They will perform
a functional analysis to hypothesize the overall function and sequential operations
of the product’s component parts and assess the inputs and outputs of the process(es)
involved in the operation of the product. Students will physically disassemble the product
to document the constituent parts, their properties, and their interaction and operation.
After carefully documenting these aspects of the visual, functional, and structural aspects
of the product, students will assess the strengths and weaknesses of the product
and the manufacturing process by which it was produced.
Unit 7 enhances student basic knowledge of technical drawing representations learned earlier
in the course to include the creation of alternate (section and auxiliary) views and
appropriate dimensioning and annotation of technical drawings. Students will also
be introduced to the reality of variation in dimensional properties of manufactured products.
They will learn the appropriate use of dimensional tolerances and alternate dimensioning
methods to specify acceptable ranges of the physical properties in order to meet design
criteria. Students will apply this knowledge to create engineering working drawings that
document measurements collected during a reverse engineering process.
These skills will also allow students to effectively document a proposed new design.
Students will use 3D computer modeling software to model the assembly of the
consumer product, as such a model can be used to replicate functional operation
and provide virtual testing of product design.
Unit 8………………Advanced Computer Modeling
Unit 8 students learn advanced 3D computer modeling skills. These advanced skills
include creating exploded and animated assembly views of multi-part products.
Students will learn to use mathematical functions to represent relationships
in dimensional properties of a modeled object within the 3D environment.
Students will also develop and apply mathematical relationships to enforce
appropriate dimensional and motion constraints. Students will reverse engineer
and model a consumer product, providing appropriate parametric constraints
to create a 3D model and realistic operation of the product.
Unit 9………………Design Team
Unit 9 allows for student collaboration within a team. Through the design process, the team will
experience shared decision-making as they work to solve a new design challenge.
They will reflect on the ethical responsibilities of engineers as they investigate different
materials manufacturing processes, and the short and long term impacts that
their decision-making may potentially have on society and on the world.
Unit 10……………..Design Challenges
Unit 10 allows work within small collaborative teams, implement the design process, and use skill
and knowledge gained during the course to solve a culminating design challenge and
document and communicate their proposed solution.