IED – Introduction to Engineering Design

                                                   Mrs. Mallory                     




    Unit 1: Design and Problem Solving
    Unit 1 provides an overview of the engineering design process and helps students develop an understanding of the
    purpose and practice of modeling in engineering communication. Students are introduced to modeling methods
    and practice modeling skills important to the design of mechanical systems including technical sketching, 3D
    solid modeling and technical drawing using Computer-Aided Design (CAD), statistical analysis, and prototyping.
    Emphasis is placed on building CAD skills applied throughout the course. In addition, students learn statistical
    techniques to evaluate design solutions and apply statistics to inform the design of a game.

    Design Basics
    Lesson 1.1 Design Basics
    Lesson 1.2 Visualization and Solid Modeling
    Lesson 1.3 CAD Fundamentals
    Lesson 1.4 Product Improvement

    Lesson 1.1 Design Basics
    In Lesson 1.1 students review and apply an engineering design process to collaboratively design a carnival game.
    As part of the design process, students practice the art of brainstorming and begin to develop skills in graphically
    representing ideas through concept sketching. Students also develop and test a solution and improve the design
    through iteration. In addition, students learn statistical techniques to evaluate design solutions and apply statistics
    to inform design decisions related to their game design.

    Lesson 1.2 Visualization and Solid Modeling
    Lesson 1.2 focuses on building student spatial visualization skills. The role of modeling as a means to represent
    and communicate ideas, designs, and problem solutions is emphasized. Students are introduced to technical
    sketching and practice sketching isometric views and orthographic projections to represent three-dimensional
    objects. As part of the design process, students develop basic 3D solid models of simple designs and produce
    technical drawings using CAD. The lesson culminates in a design project in which students design and prototype
    a product using additive manufacturing (3D printing).

    Lesson 1.3 CAD Fundamentals
    Lesson 1.3 focuses on building CAD skills to develop 3D models and technical drawings. Students learn the
    importance of precision measurement and use dial calipers to make precise measurements, as they come to
    understand the concepts of precision and accuracy and their implication on engineering design and manufacturing.
    Students apply statistics to quantify the precision and accuracy of measurements and of measuring tools. Multiple
    CAD topics are introduced, and students apply the engineering design process and their new CAD skills to design
    and 3D print a protective case for a product.

    Lesson 1.4 Product Improvement
    Students work within teams to apply the design process and the skills and knowledge gained in this unit to
    evaluate and improve the design of a consumer product to meet stakeholder needs. Students will learn effective
    presentation techniques and present their solutions to an audience.

    Unit 2: Assembly Design
    Unit 2 emphasizes the design of systems of components. Students are introduced to the concept of reverse
    engineering and how to investigate and document the design of multi-component systems. Students learn
    various techniques used to connect components in a system, how systems are designed to allow desired
    interaction between components, and how to identify and select the materials from which products are made.
    They are also introduced to methods to improve the manufacturability of a product and reduce production
    costs. Students learn to apply two methods to create 3D assembly models in CAD and apply those techniques to
    design and document assemblies.

    Assembly Design
    Lesson 2.1 Put it Together
    Lesson 2.2 Take it Apart
    Lesson 2.3 A Material World
    Lesson 2.4 Fix It

    Lesson 2.1 Put it Together
    Students continue to build skills in CAD. Methods to physically join parts into an assembly (including mechanical
    fasteners and adhesives as well as press fits and hinges) are presented. Interference and clearance fits are
    introduced, and students learn to apply tolerances to achieve desired fits between interacting parts. CAD assembly
    modeling is introduced, and students learn to create simple bottom-up assemblies that realistically simulate
    physical assemblies. Assemblies are documented in CAD with assembly drawings. Students are challenged to
    iterate on an earlier design project to incorporate skills and knowledge that they have learned in this lesson.

    Lesson 2.2 Take it Apart
    Lesson 2.2 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 lesson, students
    assess all three aspects of a product’s design. Students are introduced to a second method of CAD assembly
    modeling, top-down modeling and use it to model the consumer product they have reverse-engineered.
    Students will also conduct a case study of a common consumer product to identify ways to improve the
    manufacturability and ease of assembly of the product. Then they apply the design process again to design and
    prototype (3D print) an integrated accessory for the reversed engineered product and present the design.

    Lesson 2.3 A Material World
    Students investigate a variety of materials through experimentation to identify properties that determine material
    selection. The types of materials investigated include wood, metals, ceramics, plastics, and composites. Properties
    investigated may include density, conductivity, strength, flexibility, hardness, and so on. Students are then tasked
    with selecting materials to serve specific purposes. They learn how to assign specific materials to CAD model
    components and to differentiate between assigning the physical properties of a material to a part and only
    changing the visual appearance of the part. Finally, students work on a team to imagine the future through research
    of innovative materials and brainstorm a new consumer product composed of one or more advanced material.

    Lesson 2.4 Fix It
    Students work collaboratively to reverse engineer and troubleshoot a non-working multi-component mechanical
    device then re-design the device, produce working drawings, and produce new parts to correct the design and
    produce a working physical model.

    Unit 3: Thoughtful Product Design
    Unit 3 introduces students to a broader interpretation of the word design to include universal principles that
    contribute to successful product design. Students are exposed to design principles (other than the visual design
    principles presented in Unit 2) that can impact the appeal, usability, safety, and sustainability of a product. Design
    topics that are introduced or reinforced include product life-cycle, sustainability, manufacturability, human-
    centered design, and systems thinking.

    Thoughtful Product Design
    Lesson 3.1 Responsible Design
    Lesson 3.2 More Than Parts
    Lesson 3.3 Solve a Problem

    Lesson 3.1 Responsible Design
    Lesson 3.1 begins with students reverse engineering a multi-material consumer product, then identifying and
    researching the component materials and the material properties that likely contribute to their selection for use
    in the product. Students are introduced to life cycle analysis and the principles of sustainable development then
    compare the life cycle of common competing products. The importance of identifying measurable design criteria
    to define a successful solution and that can be used to evaluate a potential solution is emphasized in this lesson.

    Lesson 3.2 More Than Parts
    Students are introduced to the concept of human-centered design as they are led through a design experience
    focused on user needs, perceptions and behaviors and the design trade-offs necessary in every design process.
    Students also apply systems thinking to engineering design and consider the ethical implications of engineering
    decisions. A modern CAD feature, generative design is introduced as a tool to optimize design solutions.
    Students use the output from a generative design algorithm to explore and select a design alternative. Finally in
    pairs, students identify a product and apply human-centered design principles and systems thinking to design a
    product as they practice collaboration and communication skills. Final products are presented through a short

    Lesson 3.3 Solve a Problem
    In teams, students act as an engineering consultant group to solve a problem from a list of problems gathered
    from school and/or community stakeholders. As part of the design process, the team applies the engineering
    design process to develop a sustainable solution that includes consideration of material choices and the life cycle
    of the design solution. As part of the design process students meet with the client to understand user needs,
    develop effective design criteria to inform the design and create a project design brief. Students also practice
    important project management skills including developing a task and delivery schedule to manage and monitor
    project work and periodically reporting out on project process.

    Unit 4: Making Things Move
    Unit 4 focuses on familiarizing students with basic engineering knowledge related to simple mechanical and
    electrical systems and the use of mathematical models to represent design ideas and to inform design decisions.
    Students will apply their new knowledge in the design of an electromechanical solution. Students also learn
    advanced CAD skills to support the design, documentation, and communication of engineering solutions.

    Making Things Move
    Lesson 4.1 You’ve Got to Move It
    Lesson 4.2 May the Force Be With You
    Lesson 4.3 Automating Motion
    Lesson 4.4 Make It Move

    Lesson 4.1 You’ve Got to Move It
    Students begin the lesson by reverse engineering a mechanical device to identify simple machines and mechanisms
    that influence motion and contribute to the function of the device. Students identify different types of motion (rotary,
    oscillating, linear, reciprocating, and so on) and investigate mechanisms that cause motion (including cams, gears,
    pulleys, chain and sprockets) and later use these mechanisms to create, transform and control motion to solve
    a problem. Students take a deep dive into how cams transform motion and use motion graphs to design a cam
    to create a desired motion. They practice CAD skills by developing models of the mechanisms they investigate
    and simulating motion in the CAD environment. To support efficient CAD modeling, students also learn to use
    mathematical functions to represent relationships in dimensional properties of a modeled object within the 3D

    Lesson 4.2 May the Force Be With You
    In lesson 4.2 students investigate forces that resist motion. First students study spring forces and develop a
    mathematical model to determine the relationship between spring displacement and force for a given spring.
    Students then use a spring scale to study the force of friction and consider ways to reduce friction, especially in
    machine design. Finally, students apply their knowledge of mechanisms, springs and friction to design an
    automaton to create a desired motion with minimal frictional resistance. As part of the automata design process,
    each student creates a CAD assembly model of their design, CAD technical drawings, and a physical working
    model of their design.

    Lesson 4.3 Automating Motion
    In lesson 4.3 students learn about simple electrical circuits and how to transform electrical power to motion using
    a motor. Students design and install a circuit to run a hobby motor to power their previously designed automaton.
    Students build a simple variable resistor as part of their circuit and develop a mathematical model to inform
    the design of a motor speed control mechanism. Students then revise their physical automaton to incorporate
    the new electrical system and demonstrate their use of the resulting electromechanical system to control the
    automaton motion.

    Lesson 4.4 Make It Move
    In the final lesson of Unit 4, students collaborate to develop an electromechanical system to solve a problem. To
    solve the problem, team members work closely together to apply the knowledge and skills they have gained in
    this course and create a public display to present the solution.


Last Modified on September 20, 2023