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Reverse engineering
Reverse engineering Process
Product improvement and/or Optimization
Lean Manufacturing
Unit 3: Systems
Lesson 3: Reverse Engineering
Lesson Snapshot
Big Idea: Companies use reverse engineering to analyze the functioning and manufacturing of a current product for product improvement and/or
optimization.
Purpose of Lesson: introduces you to the process of reverse engineering products for product improvement and/or optimization of products.
Activity Highlights
Engagement: read about how the Soviets copied the U.S. B-29 bomber during World War II (File 3.3.1). What are some of the technological and
political implications of the event, including the fact that even errors and minutiae in design were copied (e.g., repair patch, wing hole, paint color).
Exploration: attempt to replicate a product using a similar process as described in the Engagement activity (File 3.3.2).
Explanation: define the term, reverse engineering (RE), and explains the process companies use to reverse engineer products for their own profit.
Compares and contrasts the process with what you experienced in the Exploration activity.
Extension: follow the steps of reverse engineering for an assigned product (e.g., flashlight, remote control) to analyze the function and design of the
product and propose an improvement or innovative use for the product based on their analysis (File 3.3.3).
Lesson Overview
Technology: Standards for Technological Literacy
Understanding the core concepts of technology which are the building blocks of technology, are embedded within larger technological, social, and
environmental systems
Identify the design problem to solve and decide whether or not to address it.
The Nature of Technology Systems and Design
• Systems fail because they have faulty or poorly matched parts, are used in ways that exceed what was intended by the design, or were poorly
designed to begin with.
Common Themes Systems
• Understanding how things work and designing solutions to problems of almost any kind can be facilitated by systems analysis. In defining a system, it
is important to specify its boundaries and subsystems, indicate its relation to other systems, and identify what its input and output are expected to be.
Learning Objectives
1. Differentiate between larger technological, social, or environmental systems and smaller components and subsystems.
2. Explain that systems fail because they have faulty or poorly matched parts, are used in ways that exceed what was intended by the design, or were
poorly designed to begin with.
3. Identify an opportunity for redesign of a product and choose to reverse engineer the design flaw.
4. Define a system by identifying its subsystems, their relationship to other systems and the intended input and output of the system.
5. Contribute to a group endeavor by offering useful ideas, supporting the efforts of others, and focusing on the task.
Resource Materials
Internet Search Terms and Suggested Sites
• Reverse engineering
• Reverse engineering process
• Toy building blocks
New World Encyclopedia, Reverse Engineering. Retrieved from http://www.newworldencyclopedia.org/entry/Reverse_engineering
wordIQ, Reverse Engineering. Retrieved from http://www.wordiq.com/definition/Reverse_engineering
Audiovisual Materials
History Channel. (n.d.). Reverse Engineering on UFO, Part 1. Retrieved from http://www.youtube.com/watch?v=GGV_yJi4WGE
History Channel. (n.d.). Reverse Engineering on UFO, Part 2. Retrieved from http://www.youtube.com/watch?v=5O_gAocpYhw&feature=related
Required Knowledge and/or Skills
Students should be able to search for information on the Internet and know how to use word-processing and presentation software. Students should
know how to use and safely operate tools and equipment as indicated in the lesson description
Lesson Plan
Engagement
reads the article “Soviets Copy B-29 Bomber During WWII” (File 3.3.1).
describe the technological and political implications of the event, including the fact that even errors and minutiae in design were copied (e.g., repair
patch, wing hole, paint color).
Exploration
Attempt to duplicate kids toy building block (such as Duplo, Lego, fischertechnik, etc.) using modeling clay. The “new” block must be the same size and
shape as the original so it can be used in the assembly process with other building blocks from the manufacturer (File 3.3.2).
• How to make sure your brick would fit together with the others. If there was failure in the design, reflect on the negative results as a consequence of the
unstructured process they followed duplicating the block.
• Explains that they reverse engineered the block in the same way as the Soviet Union reverse engineered the B29.
Explanation
Create a Venn Diagram comparing and contrasting the process they used in the Exploration, what companies use to reverse engineer products.
1. Review some of the important points from the discussion about, “How Soviets Copied America’s Best Bomber during WWII.”
2. States that reverse engineering (RE) is the process of taking something (a device, an electrical component, a software program, etc.) apart and
analyzing its workings in detail, usually with the intention of constructing a new device or program that does the same thing without actually copying
anything from the original.
3. Explains that resulting knowledge gained through the reverse-engineering process can then be applied to the design of similar products and that
capitalizing on successes and learning from the shortcomings of existing designs is the objective of reverse engineering.
4. Describes the steps in the reverse-engineering process.
1. Prediction
a. What is the purpose of this product?
b. How does it work?
c. What market was it designed to appeal to?
d. List some of the design objectives for the product.
e. List some of the constraints that may have influenced the design.
2. Observation
a. How do you think it works?
b. How does it meet design objectives (overall)?
c. Why is it designed the way it is?
3. Disassemble
a. How does it work?
b. How is it made?
c. How many parts?
d. How many moving parts?
e. Any surprises?
4. Analyze
a. Carefully examine and analyze subsystems (i.e. structural, mechanical and electrical) and develop annotated sketches that include
measurements and notes on components, system design, safety, and controls.
5. Test
a. Carefully reassemble the product.
b. Operate the device and record observations about its performance in terms of functionality (operational and ergonomic) and
projected durability.
6. Documentation
a. Inferred design goals
b. Inferred constraints
c. Design (functionality, form (geometry), and materials)
d. Schematic diagrams
e. Lists (materials, components, critical components, flaws, successes, etc.)
f.
Identify any refinements that might enhance the product’s usefulness.
g. Upgrades and changes
Extension
Follow the steps of reverse engineering and reverse engineer a product (e.g., flashlight, remote control) to analyze the function and design of the
product and propose an improvement or innovative use for the product based on their analysis (File3.3.3).
Unit 3: Systems
Lesson 3: Reverse Engineering
File 3.3.1: Soviets Copy B-29 Bomber During WWII
During World War II, at least three American B-29 bombers landed in Russia. Any U.S. aircrafts that landed in Russia during that time were retained by
the Soviets.
The Soviets had a need for heavy bombers. The American B-29s were heavy bombers that were very advanced, technologically. The Soviets “examined
the B-29s in minute detail and copied them almost exactly (a fairly remarkable engineering feat)” (National Museum of the U.S. Air Force, 2006). The
Soviet heavy bomber was called the TU-4 (a.k.a., BULL).
Soviet engineers were ordered by Joseph Stalin, the leader of the Soviet Union, to copy the American B-29 exactly. This project was designated as
being of the utmost urgency and priority. Stalin had a reputation for a “well-known propensity to brutally punish failure” (Steeljawscribe, 2007).
Accordingly, engineers took the order to produce an exact copy very seriously. Failure to follow those orders could result in imprisonment.
To that end, even errors, repairs, and minutiae in design were copied.
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A hole on the wing of the airplane that seemed to have no purpose was copied. It has been speculated that the hole in the American B-29 was
drilled in error and was never filled because it was so small (Steeljawscribe, 2007).
The engines and props in the American B-29 had design flaws that included a possibility of catching fire, which were not corrected in the TU-4
(Steeljawscribe, 2007).
The TU-4 incorporated “a repair patch [that] was duplicated from the original B-29” (Air Force Museum, 2011).
The “exact hue of the interior paint scheme” was copied.
There were some differences in design with the TU-4, which were carefully selected by engineers as being of primary importance. These include
modifications for Soviet guns and the thickness of the aluminum skin.
The TU-4s, copied largely from the American B-29 bombers, had great impact on Soviet aviation capabilities. They were in use as early as 1947. “By
1954, TU-4s were beginning to be removed from military service” (Air Force Museum, 2011). The far-reaching impact of this engineering feat is evident
when one considers that it was eventually “converted to a 70-passenger airliner” (Steeljawscribe, 2007).
Air Force Museum. (2011). Tu-4 “Bull.” Retrieved from http://www.moninoaviation.com/40a.html.
National Museum of the U.S. Airforce. (2006). Soviet Union impounds and copies B-29. Retrieved from
http://www.nationalmuseum.af.mil/factsheets/factsheet.asp?id=1852
Steeljawscribe. (2007). Red bulls: Of replication, the B-29 and TU-4 Bull. Retrieved from http://steeljawscribe.com/2007/04/30/red-bulls-of-replicationthe-b-29-and-tu-4-bull.
Hardesty, V. (2001). Made in the U.S.S.R. Air & Space Magazine. Retrieved from http://www.airspacemag.com/militaryaviation/USSR.html?c=y&page=7
Unit 3: Systems
Lesson 3: Reverse Engineering
File 3.3.2: Toy Building Block Duplication
In this activity, you will duplicate a toy building block so it can be used as a substitute for the real product. Your teacher will have some samples in the
class for you to inspect.
The weight of the substitute block is not important; however, the size is. The block you build will need to fit with the other bricks.
As you inspect the sample block, record your observations in your Engineering Design Journal. You may
want to record some of the following information to assist you in recreating the block:
How long and wide is the original?
What diameter are the dimples on top of the brick, and how tall are they?
Where are they placed?
How large is the opening underneath for the dimples to fit into?
Once you have recorded all your observations, build your substitute block using modeling clay.
To test your results, you will attempt to build a basic structure using your block and the other
manufactured blocks. During and after testing, record your observations in your Engineering Design
Journal.
Unit 3: Systems
Lesson 3: Reverse Engineering
File 3.3.3: Reverse Engineering Worksheet
Below is a list of the steps in the reverse engineering process. Document your work as you reverse engineer the product given to you by your teacher.
Prediction
What is the purpose of this product?
How does it work?
What market was it designed to appeal to?
List some of the design objectives for the product.
List some of the constraints that may have influenced the design.
Observation (before you take it apart)
How do you think it works?
How does it meet design objectives (overall)?
Why is it designed the way it is?
Disassemble
How does it work?
How is it made?
Part Name
Quantity
Material
Function
Overall
Dimensions
Core Technology
Any surprises?
Analyze
Carefully examine and analyze subsystems (i.e. structural, mechanical, and electrical) and develop annotated sketches that include measurements
and notes on components, system design, safety, and controls. (Attach sketches to this sheet.)
Test
Carefully reassemble the product.
Operate the device and record observations about its performance in terms of functionality (operational and ergonomic) and projected durability.
Documentation
Design (functionality, form (geometry), and materials)
List the major flaws and major successes of the product.
Identify any refinements that might enhance the product’s usefulness. Consider material choice, manufacturing methods, safety, durability,
usability.
Find the answers at:
http://wsfcs.k12.nc.us/cms/lib/NC01001395/Centricity/Domain/1057/1%20-t.e.d/Unit%203/Presentation%203.3.1.pptx
The following rubric will be used to assess your extension activity:
Category
Below Target
At Target
Above Target
Prediction
The student makes an unreasonable
prediction concerning how the product
should operate.
The student makes a reasonable
prediction concerning how the
product should operate.
The student makes accurate
predictions concerning how the
product should operate.
Observation
The student makes unreasonable
observations concerning how the product
was designed.
The student makes reasonable
observations concerning how the
product was designed.
The student makes accurate
observations concerning how the
product was designed.
The student disassembles the product and
records how some of the parts work.
The student disassembles the
product and records how many of
the parts work.
The student disassembles the product
and records how all of the parts work.
The student sketches and records
information about some of the parts, their
sizes, and how they are designed and work.
The student sketches and records
information about most of the parts,
their sizes, and how they are
designed and work.
The student sketches and records
information about all of the parts, their
sizes, and how they are designed and
work.
The student reassembles the product and
records some observations concerning
performance.
The student reassembles the
product and records observations
concerning performance.
The student expertly reassembles the
product and records detailed
observations concerning performance.
The student assembles a notebook
containing some of the documentation from
the procedures above.
The student assembles a notebook
containing all the documentation
from the procedures above.
The student assembles a notebook
containing all the documentation from
the procedures above. Additionally,
the student includes schematics, lists,
and recommendations for refinements
and upgrades.
Disassembly
Analysis
Testing
Documentation
Unit 3: Systems
Lesson 3: Reverse Engineering
File 3.3.4: Brief Constructed Response (BCR)
Write a one-paragraph answer to the following.


Engineers have to be able to identify the design problem to solve and decide whether or not to address it.
Engineers have to be able to identify criteria and constraints and determine how these will affect the design process.
This rubric will be used to evaluate your Brief Constructed Response.
Below Target
Category
Understanding
Focus
Use of Related
Information
Response demonstrates an
implied, partial, or superficial
under-standing of the text
and/or the question.
Lacks transitional information
to show the relationship of the
support to the question
Uses minimal information
from the text to clarify or
extend meaning.
At Target
Above Target
Response demonstrates an
understanding of the text.
Response demonstrates an
understanding of the
complexities of the text.
Addresses the demands of
the question
Exceeds the demands of the
question
Uses some expressed or
implied information from the
text to clarify or extend
meaning.
Effectively uses expressed or
implied information from the
text to clarify or extend
meaning.
Unit 3: Systems
Lesson 3: Reverse Engineering
File 3.3.5: Reverse Engineering Rubric
Category
Below Target
At Target
Above Target
Prediction
The student makes an
unreasonable prediction
concerning how the product
should operate.
The student makes a
reasonable prediction
concerning how the product
should operate.
The student makes accurate
predictions concerning how
the product should operate.
Observation
The student makes
unreasonable observations
concerning how the product
was designed.
The student makes
reasonable observations
concerning how the product
was designed.
The student makes accurate
observations concerning how
the product was designed.
Disassembly
The student disassembles the
product and records how
some of the parts work.
The student disassembles the
product and records how
many of the parts work.
The student disassembles the
product and records how all of
the parts work.
Analysis
The student sketches and
records information about
some of the parts, their sizes,
and how they are designed
and work.
The student sketches and
records information about
most of the parts, their sizes,
and how they are designed
and work.
The student sketches and
records information about all
of the parts, their sizes, and
how they are designed and
work.
Testing
The student reassembles the
product and records some
observations concerning
performance.
The student reassembles the
product and records
observations concerning
performance.
The student expertly
reassembles the product and
records detailed observations
concerning performance.
The student assembles a
notebook containing some of
the documentation from the
procedures above.
The student assembles a
notebook containing all the
documentation from the
procedures above.
The student assembles a
notebook containing all the
documentation from the
procedures above.
Additionally, the student
includes schematics, lists, and
recommendations for
refinements and upgrades.
Documentation