Chabot College
Fall 2009
Course Outline for Engineering 11
Engineering Design and Analysis
Catalog Description:
11 – Engineering Design and Analysis
2 units
An introduction to the engineering design process from a practical and professional perspective.
Student teams work on a term-long engineering project that entails the creation of a design for a
useful object with moving parts that requires the application of some external power source.
Conceptual and Critical/Final design reviews require teams to describe and justify the effectiveness,
and likely customer-acceptance, of the design. The student designers: select materials, components,
sources of supply; produce detailed parts-lists; create using CAD-tools detailed and dimensioned
production and assembly drawings; create formal electrical and fluid-control component
interconnection schematics; provide a detailed estimate for the production-cost. When needed
students use engineering software tools (such as MATLAB) to assess and predict the kinematical,
structural, thermal, electrical, fluid-flow, wear/corrosion, and magnetic performance of the proposed
design. Students are encouraged to build from the design plans a form-and-fit mock-up, or if possible
a fully functioning prototype. Strongly recommended: Engineering 22. 1 hour lecture, 3 hours
laboratory.
(Typical contact hours: lecture 17.5, laboratory 52.5)
Prerequisite Skills:
None
Expected Outcomes for Students:
Students will acquire knowledge and skills in three main areas:
1. design concepts and methods, and
2. materials and manufacturing processes, and
3. modern engineering design graphics and documentation.
Upon completion of this course, the student should be able to:
1. Design
a. describe practicing-engineer professional responsibilities relating to design and
manufacturing;
b. list the major phases of an engineered-product life cycle;
c. characterize concurrent engineering;
d. identify customer and producing-company design requirements;
e. produce a “House of Quality” plan for a proposed design;
f. determine and articulate design constraints and their potential affects on customer
satisfaction;
g. write comprehensive engineering design specifications;
h. generate/synthesize alternative design concepts and configurations;
i. apply design and analysis methods to generate, analyze and evaluate design alternatives;
j. use manufacturer’s literature (e.g., catalogs or websites) to locate sources of supply for
commercial components to integrate into a larger system design;
k. design fabricated-parts for economical and high-yield production;
l. design manufactured-systems for ease of assembly;
m. analyze the $-costs for part production/procurement, and $-costs for labor associated with
system assembly and testing to generate a detailed production-cost estimate for a proposed
design;
n. list the characteristics of an effectively operating interdisciplinary design team;
o. list the attributes of an effective engineering design-team leader.
Chabot College
Course Outline for Engineering 11
Fall 2009 • Page 2
2. Manufacturing Processes & Materials
a. characterize basic manufacturing processes and their advantages and disadvantages;
b. characterize fundamental materials of construction, their properties and uses;
c. select materials of construction to meet structural, thermal, electrical, magnetic,
wear/corrosion and $-cost requirements;
d. describe alternative prototyping methods and product tests.
3. Engineering Design Documentation
a. Use CAD tools to produce fully dimensioned orthographic and/or solid-model engineering
drawings for fabricated parts;
b. Use CAD tools to produce detailed schematics that clearly describe electrical and/or fluid-flow
control-element interconnections;
c. Use CAD tools to produce detailed drawings that fully depict the final assembly of the
designed system;
d. Use database or spreadsheet tools to produce part-number indexed production Bills of
Materials (BoM’s);
e. List ancillary design documentation including:
1) surface finish specifications;
2) production method instructions;
3) assembly sequence-of-events;
4) operation and maintenance instruction manuals;
5) field support plans;
6) recommended spare-parts lists;
7) end-of-life disposal or recycling procedures.
Course Content:
1. Basics of Engineering Design
a. engineering-analysis vs. engineering-design
b. the engineered product development and proliferation process
c. the engineered product life cycle
d. operation of interdisciplinary engineering design teams
2. Develop Design Requirements
a. Customer/Market Requirements
b. Producing-Company (internal) Requirements
c. Functional Requirements
d. Cost Requirements
e. Reliability Requirements
f. Marketing Timing/Schedule Requirements
3. Conceptual Design
a. Generating alternative concepts
b. Developing product concepts
c. Subscale Go/No-Go concept-testing
d. Math or Numerical model concept-testing
e. Cost vs. Performance vs. Time TradeOffs
f. Evaluating Alternative Concepts
4. Selecting Materials of Construction
a. Mechanical/Electrical/Thermal/Optical/Magnetic properties
b. Deteriorative (wear, corrosion, fatigue) properties
c. Pure-Material vs. Composite-Material
d. Cost and availability
5. Selecting the Production Process
a. Machining
b. Surface Finishing
c. Sheet Processing
Chabot College
Course Outline for Engineering 11
Fall 2009 • Page 3
6.
7.
8.
9.
10.
d. Casting and Molding
e. Drawing and Extrusion
f. Cutting and Joining
g. Lithography
h. Assembly
Architectural/Configuration Design
a. Generating Architectural Alternatives
b. Analyzing Alternatives
1) Design for Manufacturing
2) Design for Function
3) Design for Testing
c. Using Computer Aided Design (CAD) and Computer Aided Engineering (CAE)
Building and Testing Prototypes
a. Form & Fit, full-scale or sub-scale Mock-Up testing
b. Form, Fit, and Function testing
c. Building Traditional prototypes
d. Building Rapid Prototypes
e. Alpha and Beta level system testing
Safety, Ergonomics, and Human Factors
a. Fail-Safe Design
b. Failure Modes and Effects Analysis (FMEA)
c. Eliminate and/or Control Hazards
d. Sensory Input Limitations
e. Human Decision-Making Limitations
f. Human Muscle Movement/Output Limitations
g. Human Physical Size Limitations; 5-95 guideline
Detail Design
a. Locating Reliable Sources of Supply for materials and components
b. Fully Dimensioned and Toleranced Engineering production-drawings created to industry
standards
c. Electrical and Fluid-Flow control element interconnect schematic-drawings created to industry
standards
d. Part numbering/identification and creation of industry standard Bills of Materials
e. Design Documentation
1) Graphic Documents
2) Written Documents
3) Presentation Documents
Project Management, Teamwork, Leadership
a. Planning a Projector
1) Labor and Cost Estimation
2) Time and Resource Allocation
3) Gantt and PERT Charts
b. Teamwork
1) Elements of Teamwork
2) Team development and Team Life-Cycle
3) Effective Communication and Meetings
c. Leadership
1) Forms of Leadership
2) Elements of Leadership
Chabot College
Course Outline for Engineering 11
Fall 2009 • Page 4
Methods of Presentation:
1.
2.
3.
4.
5.
Lecture
Discussion
Problem solving
Case analysis
Team-Based design reports and presentations
Assignments and Methods of Evaluating Student Progress:
1. Typical Assignments
a. Exercises from the Textbook
1) One aspect of creativity is using conventional objects in unconventional ways. As an
exercise to expand your creative powers, list 15 different uses for a spoon.
2) Think about the design of an improved bread toaster. What problem does a toaster solve?
Some attributes of an effective toaster include: heating the bread uniformly without burning,
turn off the heaters and expel the bread at the right time, the exterior must not be hot to the
touch. Write five more attributes for a toaster – the purpose is to fully identify the problem.
3) List the data fields contained in a complete Bill of Materials (also called a BoM, or parts list).
4) Describe three attributes of an effective engineering-project leader.
5) You are to design an ergonomic microscope inspection system. The height of the binocular
eyepiece must be adjustable to accommodate a seated 5th percentile Asian woman, and a
seated 95th percentile American man. What are the minimum and maximum heights for the
eyepiece relative to the floor?
6) Use the internet to locate five commercial suppliers of 3-pole, double-throw (3PDT) contact
relays with a contact rating of ≥5 amps at ≥110 Vac.
7) Use chemical compatibility charts to select an elastomer material for O-rings exposed to
liquid “E85” Ethanol/Gasoline automotive fuel.
8) Determine the structural factor of safety for 2024T3 aluminum subjected to a tensile stress of
19 ksi.
9) Use the Omega Engineering® catalog to select a temperature-sensor, temperaturecontroller, and electrical power actuator to maintain a 1300 W electrically heated system at a
temperature in the range of 175-250 °C with a precision of ±2 °C.
b. A typical term-long design project required of every student:
The main elements of this design project
 This is a term-long project that emphasizes practical-creativity and the production of a design
with sufficient documentation such that a contract manufacturing firm could construct the
object/system from the engineering documentation produced by the students.
 The scope of the project is set at a level consistent with that of a typical FIRST
ASSIGNMENT that a new-graduate engineer might receive upon taking his/her professional
position.
 Introduce students to the ambiguity, and the huge creative space thereby produced, of the
engineering design process.
 Students work in interdisciplinary teams where communication, cooperation, consensus,
division of effort, personal responsibility, and leadership are critical to the success of the
project.
 Introduce students to the concept and use of $-cost as a measure of engineering efficiency.
 Introduce students to the importance of project-management and project-scheduling through
the use of tools such as Gantt, and PERT.
 Students will learn self-discipline, the benefits of preparation, and self-confidence by
defending and justifying the efficacy of their designs before a knowledgeable and skeptical
audience during periodic design-reviews.
Chabot College
Course Outline for Engineering 11
Fall 2009 • Page 5
2. Methods of Evaluating Student Progress:
a. Chapter assignments
b. Weekly status reports on the progress of the Team-Based Term Design-Project
c. Two to Three formal Design Reviews for the Team-Based Term Design-Project
d. Design-Team member cross-evaluations (Team Members rate the performance of the other
team members)
e. Midterm examination
f. Final examination
Textbook(s) Typical:
1. Engineering Design, R. J. Eggert, Pearson Prentice Hall, 2005
2. Engineering Design, G. E. Dieter, L. C. Schmidt, 4th edition, McGraw-Hill, 2009
Special Student Materials:
None
Bruce Mayer, PE
Course_Outline_ENGR11_080807.doc
Revised: 7-Aug-08