Dym, Little and Orwin’s Engineering Design: A Project-Based Introduction, 4th Edition gets students actively involved with conceptual design methods and project management tools. The book helps students acquire design skills as they experience the activity of design by doing design projects. It is equally suitable for use in project-based first-year courses, formal engineering design courses, and capstone project courses.
In engineering, success can often be measured by how well a design fulfills the needs of its user. In order to meet these needs, there are a number of steps that a designer must take before reaching a final product.
The mechanical design process usually begins with the problem statement. The designer then researches and analyzes available solutions for this kind of problem, which leads to an idea or concept behind the solution and its benefits.
the mechanical design process 4th edition pdf free
I have been a designer all my life. I have designed bicycles, medical equipment,
furniture, and sculpture, both static and dynamic. Designing objects has come
easy for me. I have been fortunate in having whatever talents are necessary to
be a successful designer. However, after a number of years of teaching mechanical
design courses, I came to the realization that I didn’t know how to teach what
I knew so well. I could show students examples of good-quality design and poor quality
design. I could give them case histories of designers in action. I could
suggest design ideas. But I could not tell them what to do to solve a design problem.
Additionally, I realized from talking with other mechanical design teachers that
I was not alone.
This situation reminded me of an experience I had once had on ice skates.
As a novice skater, I could stand up and go forward, lamely. A friend (a teacher
by trade) could easily skate forward and backward as well. He had been skating
since he was a young boy, and it was second nature to him. One day while we
were skating together, I asked him to teach me how to skate backward. He said
it was easy, told me to watch, and skated off backward. But when I tried to do
what he did, I immediately fell down. As he helped me up, I asked him to tell me
exactly what to do, not just show me. After a moment’s thought, he concluded
that he couldn’t actually describe the feat to me. I still can’t skate backward,
and I suppose he still can’t explain the skills involved in skating backward. The
frustration that I felt falling down as my friend skated with ease must have been
the same emotion felt by my design students when I failed to tell them exactly
what to do to solve a design problem.
This realization led me to study the process of mechanical design, and it
eventually led to this book. The part has been original research, part studying U.S. industry,
part studying foreign design techniques, and part trying different teaching
approaches on design classes. I came to four basic conclusions about mechanical
design as a result of these studies: