C.1 EXERCISES FOR CHAPTER 1

• 1.1 Define engineering design in your own words.
• 1.2 List at least three questions you would ask if you were, respectively, a user (purchaser), a client (manufacturer), or a designer who was about to undertake the design of a portable electric guitar.
• 1.3 List at least three questions you would ask if you were, respectively, a user (purchaser), a client (manufacturer), or a designer who was about to undertake the design of a greenhouse for a tropical climate.
• 1.4 Suppose you are working for a start-up company that is designing a very new and innovative product. Does the client–user–designer model still apply? Who is your client in this case? Since you don't have any customers yet, who are the users and how can we capture their perspectives?
• 1.5 Much of management may be said to be goal directed. Explain how this description is exemplified by the three Ss of management defined in Section 1.4.

C.2 EXERCISES FOR CHAPTER 2

• 2.1 When would you be likely to use a descriptive model of the design process?
• 2.2 When would you be likely to use a prescriptive model of the design process?
• 2.3 How does feedback play into the spiral model of the design process? Put another way, where does feedback come from, and how might the designer use it to improve the design outcome?

C.3 EXERCISES FOR CHAPTER 3

• 3.1 Explain the differences between biases, implied solutions, constraints, and objectives.
• 3.2 Your design team has been given the problem statement shown below. Identify any biases and implied solutions that appear in this statement.

  Design a portable electric guitar, convenient for air travelers, that sounds, looks, and feels as much as possible like a conventional electric guitar.

  Revise the problem statement so as to eliminate these biases and implied solutions.

• 3.3 Your design team has been given the problem statement shown below. Identify any biases and implied solutions that appear in this statement.

  Design a greenhouse for a women's cooperative in a village located in a Guatemalan rain forest. It would enable cultivation of medicinal preventive herbs and aid the villagers' diets. It would also be used to grow flowers that can be sold to supplement villagers' income. The greenhouse must withstand very heavy daily rains and protect the plants inside. The greenhouse must be made of indigenous materials, because the villagers are poor.

  Revise the problem statement to eliminate these biases and implied solutions.

• 3.4 You are the leader of the portable guitar design team. At a team meeting, someone suggests that since you are under time pressure, you should “just skip revising the original problem statement and jump into the real design work.” You point out that failing to clarify the original problem statement might lead to a bad design. Give at least two examples of how this might happen in the guitar design case.

C.4 EXERCISES FOR CHAPTER 4

• 4.1 You are the leader of the portable guitar design team. A team member wants to skip clarifying the objectives for the project, since “it's pretty obvious what constitutes a good portable guitar.” Respond to their idea, explaining why clarifying objectives will help get to a better design and also what might happen if you overlook objectives.
• 4.2 Develop a list of objectives and an objectives tree for the portable electric guitar. (Some team members may want to play the roles of client and users for this design project.)
• 4.3 Develop a list of objectives and an objectives tree for the rainforest project. (Someone will have to play the roles of client and users for this design project.)
• 4.4 Correct and revise the objectives tree developed by arm support Team A, shown in Figure 4.3.
• 4.5 Correct and revise the list of objectives developed by arm support Team B, shown in Table 4.10.
• 4.6 Develop a set of metrics for the portable electric guitar of Exercise 4.1.
• 4.7 Develop a set of metrics for the rain forest project of Exercise 4.2.

C.5 EXERCISES FOR CHAPTER 5

• 5.1 Explain the differences between constraints and objectives.
• 5.2 Under what circumstances might you convert an objective into a constraint?
• 5.3 Identify constraints relevant to the portable electric guitar design problem (Exercise 3.2).
• 5.4 Are there objectives in the problem statement in Exercise 3.2 that might be converted to constraints?
• 5.5 Identify constraints relative to the rain forest design problem (Exercise 3.3).
• 5.6 Are there objectives in the problem statement in Exercise 3.3 that might be converted to constraints?

C.6 EXERCISES FOR CHAPTER 6

• 6.1 Explain the differences between functions and objectives.
• 6.2 Explain the differences between metrics and specifications.
• 6.3 Using each of the methods for developing functions described in Section 6.1, develop a list of the functions of the portable electric guitar of Exercise 3.2. How effective was each of these methods in developing the specific functions?
• 6.4 Using each of the methods for developing functions described in Section 6.1, develop a list of the functions of the rain forest project of Exercise 3.5. How effective was each of these methods in developing the specific functions?
• 6.5 Based on the results of either Exercise 6.3 or 6.4, discuss the relationship between methods of determining functions, the nature of the functions being determined, and the nature of the device or system being designed. Is the designer's level of experience also likely to affect the outcome of functional analysis?
• 6.6 Do the research necessary to determine whether there are any applicable standards (e.g., safety standards, performance standards, interface standards) for the design of the portable electric guitar of Exercise 3.2.
• 6.7 Describe the interfaces between the portable electrical guitar of Exercise 3.2 and, respectively, the user and the environment. How do these interfaces constrain the design?
• 6.8 Developing countries often have different safety (and other) standards than are typically found in countries such as Canada and the United States. How could this affect the design of both the portable electric guitar of Exercise 3.2 and the rain forest project of Exercise 3.5?
• 6.9 What are the interface design boundaries and issues for the design and installation of a new toilet for a building?

C.7 EXERCISES FOR CHAPTER 7

• 7.1 Explain what is meant by the term “design space” and discuss how the size of the design space might affect a designer's approach to an engineering design problem.
• 7.2 Using the functions developed in Exercise 6.3, develop a morphological chart for the portable electric guitar.
• 7.3 Select means for realizing the design of the portable electric guitar.
• 7.4 Using Web-based patent lists (see Section 7.2.2), develop a list of patents that are applicable to the portable electric guitar.
• 7.5 Using the functions developed in Exercise 6.4, develop a morphological chart for the rain forest project.
• 7.6 Organize and apply a process for selecting means for realizing the design of the rain forest project.
• 7.7 Using Web-based patent lists (see Section 7.2.2), develop a list of patents that are applicable to the rain forest project.
• 7.8 Describe an acceptable proof of concept for the rain forest project. Would a prototype be appropriate for this project? If so, what would be the nature of such a prototype?

C.8 EXERCISES FOR CHAPTER 8

• 8.1 In our discussion of how to choose among alternatives, we noted that “our information necessarily reflects a fair amount of subjectivity.” Does this mean that the information is unreliable or should be rejected? How do we reconcile this subjectivity with good engineering practice?
• 8.2 Some engineers like to “sum up” the results of a numerical evaluation matrix. Why is this wrong? What sorts of mistakes might it lead to?
• 8.3 Apply the three methods described in Section 8.1 for choosing among alternative designs to the portable guitar design problem.
• 8.4 Apply the three methods described in Section 8.1 for choosing among alternative designs to the rain forest design problem.

C.9 EXERCISES FOR CHAPTER 9

• 9.1 Thought Exercise: Do this exercise with a partner. Do not read the other's instructions. To be read by Partner #1: You will be completing a simple paper design exercise: Design a handheld hole puncher. Design and document your item on paper in whatever manner you feel is required such that someone could interpret and manufacture it. To be read by Partner #2: Take the drawing from your partner. Try to answer the following questions: What is being represented? What steps are needed to manufacture the object? What materials would you use? Could you create this object in a repeatable manner from this drawing? How do parts fit together? Both partners: From this exercise, come up with a list of necessary components for a technical design drawing.
• 9.2 Explain why having effective and accurate design drawings is particularly important in organizations that use outsourcing for manufacturing.
• 9.3 Create sketches or CAD drawings of a hollow 6 in. × 6 in. × 6 in. cube with a frame of 1/4 in. square 6061 aluminum stock and side panels of 1/16 in. thick polystyrene sheets.
• 9.4 Develop a bill of materials and a budget for the hollow cube of Exercise 9.3. (Hint: Visit a supply website such as McMaster-Carr <http://www.mcmaster.com/>.)
• 9.5 Develop a process router for the hollow cube of Exercise 9.3.
• 9.6 Create sketches or CAD drawings of a hollow cube (3 ft on a side) with a frame of 1 in. × 2 in. (nominal) furring strips and side panels of 1/4 in. thick BC plywood.
• 9.7 Develop a bill of materials and a budget for the hollow cube of Exercise 9.3. (Hint: Try websites such as Lowe's <http://www.lowes.com/>, or Home Depot <http://www.homedepot.com/>.)

C.10 EXERCISES FOR CHAPTER 10

• 10.1 Describe the difference between a prototype, a model, and a proof of concept.
• 10.2 At which stages in the design of a portable electric guitar would you want to use a proof of concept, a model, and a prototype?
• 10.3 At which stages in the rain forest design project would you want to use a proof of concept, a model, and a prototype?
• 10.4 How might your answer to Problem 10.3 change if you were developing the concept for use in many different villages or different countries? Does this tell us anything about building one-of-a-kind versus many of the something?
• 10.5 Develop a process router for hollow cube of Exercise 9.3.

C.11 EXERCISES FOR CHAPTER 11

• 11.1 How can a design team determine the audience for an oral presentation?
• 11.2 How does the composition of an audience affect the structure and content of a design team's presentation to that audience?
• 11.3 How does a design review differ from a public presentation of project results?
• 11.4 What is the difference between a rough outline and a topic sentence outline? When would you choose to use each of these outlines?
• 11.5 Why is it helpful to have someone who did not write a part or section of a report review that part or section?

C.12 EXERCISES FOR CHAPTER 12

• 12.1 What is the value of the gravitational acceleration g when expressed in the dimensions of furlongs and fortnights? (Hints: The furlong is a unit of length used at racetracks, and a fortnight is an old British term for a certain unit of time.)
• 12.2 What is the constant in eq. (12.9)? Explain your answer.
• 12.3 Use the basic method of dimensional analysis to determine the relationship between the natural frequency of a simple pendulum and the pendulum's mass, m and the length of its weightless string of length, l.
• 12.4 What is the effective damping coefficient of two damping elements acting in parallel?
• 12.5 What is the effective capacitance of two capacitors acting in parallel?
• 12.6 What is the effective inductance of two inductors acting in parallel?
• 12.7 Show that the pendulum equations (12.14) and (12.16)–(12.19) are dimensionally homogeneous.
• 12.8 What are the physical dimensions of the parameter g/l that appears in the pendulum equations of motion, that is, eqs. (12.14) and (12.15).
• 12.9 Can the results of Problem 9.8 be used to make the time, t dimensionless?
• 12.10 How can we use the results of Problem 9.9 and a small-angle assumption to show that eq. (12.17) does reduce to for small angles.
• 12.11 Express the battery capacities of AA and LR44 batteries in coulombs (i.e., (As)) and compare them with the (Ah) values given in Section 12.3.2.
• 12.12 How would you model the two-subsystem model of the battery–motor–cart problem depicted in Figure 12.4(b), that is: What inputs and outputs would you include? What principles and which governing equations need to be invoked?
• 12.13 How would you model the three-subsystem model of the battery–motor–cart problem depicted in Figure 12.4(c), that is: What inputs and outputs would you include? What principles and which governing equations need to be invoked?
• 12.14 Solve eq. (12.58) for ω = ω(T) and then plot ω versus T and compare it with the characteristic curve in Figure 12.7.
• 12.15 Recast eq. (12.59) for P_out(T) = T_ω(T) and then plot P_out(T) versus T and compare it with the power curve in Figure 12.7.
• 12.16 Do the reasons for selecting among wood, fiberglass, and CFRP for structural members change as the sorts of loads applied and the geometric constraints change?
• 12.17 Why is fiberglass used so extensively to make commercial ladders?

C.13 EXERCISES FOR CHAPTER 13

• 13.1 Verify the present value of the lifetime cost of $1595 for the second system designed in Section 13.2.
• 13.2 Your design team has produced two alternative designs for city buses. Alternative A has an initial cost of $100,000, estimated annual operating costs of $10,000, and will require a $50,000 overhaul after five years. Alternative B has an initial cost of $150,000, estimated annual operating costs of $5000, and will not require an overhaul after five years. Both alternatives will last ten years. If all other vehicle performance characteristics are the same, determine which bus is preferable using a discount rate of 10%.
• 13.3 Would the decision reached in Exercise 13.2 change if the discount rate was 20%? What would happen if, instead, the discount rate was 15%? How do the resulting cost figures influence your assessments of the given cost estimates?
• 13.4 Your design team has produced two alternative designs for greenhouses in a developing country. Alternative A has an initial cost of $200 and will last two years. Alternative B has an initial cost of $1000 and will last ten years. All other things being equal, determine which greenhouse is more economical with a discount rate of 13%. What other factors might influence this decision?
• 13.5 Given the definition of a discount rate, are rates of 10–20% reasonable for projects that are intended to assist the poor in developing countries? Explain why or why not.

C.14 EXERCISES FOR CHAPTER 14

• 14.1 If you were asked to design a product for recyclability, how would you determine what that meant? In addition, what sorts of questions should you be prepared to ask and answer?
• 14.2 How might DFA considerations differ for products made in large volume (e.g., the portable electric guitar) and those made in very small quantities (e.g., a greenhouse)?
• 14.3 What is the reliability of the system portrayed in Figure 14.2?
• 14.4 What is the reliability of the system portrayed in Figure 14.3? How does this result compare with that of Exercise 14.3? Why?
• 14.5 On what basis would you choose between a single system, all of whose parts are redundant, and two copies of a system that has no redundancy?
• 14.6 What are the factors to consider in an environmental analysis of the beverage container design problem? How might an environmental life cycle assessment help in addressing some of these questions?
• 14.7 What are some environmental considerations that might affect the design of the greenhouse for use in a developing country?

C.15 EXERCISES FOR CHAPTER 15

• 15.1 When might a student design team find it particularly helpful to discuss the stages of group formation?
• 15.2 In your role as the team leader of an engineering design team, you encounter the following situation while preparing the team's final report. Whenever Ken submits written materials documenting his work, David criticizes the writing so severely and personally that the other members of the team become quite uncomfortable. You recognize that Ken's work product does not meet your standards, but you also consider David's approach to be counterproductive. Can you resolve this conflict constructively? How?
• 15.3 Discuss the differences and similarities between leadership and membership in a design setting.
• 15.4 Your engineering manager is considering using a personality test to help her in assigning teams. She asks for your thoughts about how this might be useful in the team formation process. Briefly summarize your response to her.

C.16 EXERCISES FOR CHAPTER 16

• 16.1 Explain the differences between managing design projects and building the outcomes of design projects. For example, consider the differences between designing a highway interchange and building that interchange.
• 16.2 Develop a work breakdown structure (WBS) for an on-campus benefit to raise money for the homeless.
• 16.3 Develop a team charter and a work breakdown structure (WBS) for a project to design a robot that will be entered into a national collegiate competition.
• 16.4 Develop a schedule and a budget for the on-campus benefit of Exercise 16.2.
• 16.5 Your design team has completed its work on a design project. You have been asked by the team leader to organize a postaudit review of your team's work. Explain your strategy for conducting such an audit.

C.17 EXERCISES FOR CHAPTER 17

• 17.1 Describe in your own words the difference between ethics and morals.
• 17.2 Identify the stakeholders that a design team must recognize as it develops its design for the portable electric guitar. Are there obligations to these stakeholders that you should consider, and could they conflict with what your client has asked you to do?
• 17.3 As an engineer testing designs for electronic components, you discover that they fail in a particular location. Subsequent investigation shows that the failures are due to a nearby high-powered radar facility. While you can shield your own designs so that they will work in this environment, you also notice that there is an adjacent nursery school. What actions, if any, should you take?
• 17.4 You are considering a safety test for a newly designed device. Your supervisor instructs you not to perform this test because the relevant government regulations are silent on this aspect of the design. What actions, if any, should you take?
• 17.5 As a result of previous experiences as a designer of electronic packaging, you understand a sophisticated heat-treatment process that has not been patented, although it is considered company-confidential. In a new job, you are designing beverage containers for BJIC and you believe that this heat-treatment process could be effectively used. Can you use your prior knowledge?
• 17.6 With reference to Exercise 17.5, suppose your employer is a nonprofit organization that is committed to supplying food to disaster victims. Would that change the actions you might take?
• 17.7 You are asked to provide a reference for a member of your design team, Jim, in connection with a job application he has filed. You have not been happy with Jim's performance, but you believe that he might do better in a different setting. While you are hopeful that you can replace Jim, you also feel obligated to provide an honest appraisal of Jim's potential. What should you do?
• 17.8 With reference to Exercise 17.7, would your answer change if you knew that you could not replace Jim?

C.18 EXERCISES FOR APPENDIX B

• AB.1 Draw the correct third-angle projection orthographic views for a block letter “F.”
• AB.2 If a dimension on a drawing has no associated tolerance, where should the machinist look to determine the permissible variation?
• AB.3 Is a datum reference needed when specifying a flatness tolerance? Why (or why not)?
• AB.4 Sketch a functional gage for the part shown in Figure 8.16 to test the position of the holes.
• AB.5 Make a technical drawing of a rectangular part 3 in. long, 2 in. wide, with a thickness of 0.5 in. The part has one hole, located 0.75 in. from the part's left side of the part and 0.75 in. from its bottom. The hole has a diameter of 0.25 in. All size dimensions can vary ±0.01 in. and the location of the hole can vary 0.005 in. Design for maximum interchangeability of parts.