Unlock document.
This document is partially blurred.
Unlock all pages and 1 million more documents.
Get Access
Kosky, Balmer, Keat and Wise: Exploring Engineering, Fourth Edition
Chapter 19 Exercises
Note: There are no unique solutions to many of these exercises.
1) What is the major difference between the abstract equations used in a mathematics course
and the equations used to describe physical objects in design? (Ans. The abstract
equations used in mathematics do not have units, but those used in design always have
units.)
2) Name three additional learning benefits that you feel come from a hands-on design
experience.
3) Two ground rules for design are to use a design notebook and to team effectively. Which
of the following would also make a good ground rule?
a) Work alone.
b) Keep the design simple.
c) Manufacture all the parts yourself.
d) Ignore input from less knowledgeable people.
4) There are eight steps in the design process discussed in this chapter (see Figure 19.1).
Where does the input from the “customer” enter into the process?
5) Who are the “customers” in a design process? (Ans. There are many “customers”,
including those who purchase the final product. Manufacturing is also customer, as are
sales and marketing.)
6) In the design process shown in Figure 19.1 you are asked to “Generate Alternative
Concepts” for the design. Explain why this is a necessary step.
7) In the design process shown in Figure 19.1, you do now actually begin the design at step
4. Why not start the design earlier and save time?
8) Define the a) Steps, b) Rules, and c) Scoring for a student design exercise that involves
using a single wire coat hanger to make a new functional consumer product.
