John J. Wood

GUIDELINES FOR PRODUCT EVOLUTION USING EFFORT FLOW ANALYSIS: RESULTS OF AN EMPIRICAL STUDY

The results of an empirical product study aimed at deducing product evolution design guidelines are presented. The derived design guidelines support a directed product evolution methodology known as effort flow analysis. Effort flow analysis provides a systematic framework for identifying component combination opportunities leading to either rigidbody or compliant mechanisms in the domain of mechanical effort transmissions. Design guidelines, effort flow analysis, and the empirical study are discussed. A classified list of the derived guidelines is presented along with analysis of a sample product group from the study.

Empirical Analysis Using Advanced Similarity Methods

Traditional dimensional analysis techniques for predicting the performance characteristics of a product can be greatly improved in both accuracy and domain of applicability by the infusion of empirical data, derived from material tests, into the equations that characterize the system parameters of interest. Advanced similarity methods are investigated which overcome the constraints associated with the traditional methods and provide increased analysis capability and improved insight into the phenomenon governing the problem. Such capability greatly increases the design toolbox available to product developers, across a large range of scale and application. It also significantly enhances a developer’s choices for prototype portioning during a development cycle. Solid mechanics and heat transfer applications are used to illustrate the basic utility of the methods.© 2002 ASME

When to Transform? Development of Indicators for Design Context Evaluation

Transformable products (or transformers), those with two or more functional states, are increasingly utilized by our society. As the mobility and complexity of life increases, so must the adaptability of the products which we use. To develop more adaptable products and systems, we need new design techniques. Transformer design methodology is a discipline with opportunity for expansive development. In particular, the question of deciding when a transformable design is applicable, is as yet unanswered by current research. The purpose of this study is to propose a response to the question “When to implement a transformable design approach?”, by developing and assessing a technical design method. Our novel method identifies, at an early stage in the design process, when developing a transformable product is likely to be advantageous. A brief review of how prior research efforts which categorize transformers has been included. This review helps define what a transformer is, and acts as a segue to understanding when to use transformational designs. Both a deductive and an inductive study are used to identify transformation indicators, primary context properties and usage factors that identify “When to transform?” Our technique seeks to enhance the process of design by simultaneously reducing process complexity and broadening the design scope. The result of this study is a set of basic transformation indicators. Two applications are provided for the use of these indicators: identification of whether transformation is a viable solution branch to a particular design problem statement; and simplified development of new transformers by functionally examining a usage environment or process.Copyright

Design Implementation and Assessment of a Suite of Multimedia and Hands-on Active Learning Enhancements for Machine Design

Over the last eight years, the Machine Design courses at the United States Air Force Academy and at the University of Texas, Austin have evolved through the development, implementation and assessment of extensive active learning methods. In particular, the courses have evolved to include extensive hands-on projects that are integrated throughout the course as well as a significant multimedia component. The hands-on educational innovations, which promote experiential investigation using devices such as remote controlled cars, Lego RoboLab, and reverse engineering of consumer products, have received very positive assessment. The multimedia content, which includes extensive foundational content on Mechanics of Materials as well as a separate multimedia experience for learning about planetary gear systems, has also been assessed and received very affirmative feedback. The assessment of these active learning educational innovations has been multifaceted. Quantitative components of the assessment have included student end-of-course critiques, homework, specific exam questions and survey data. Qualitative assessment has been achieved through focus groups as well as both written and verbal feedback from students and professors using the active learning aids. Although the majority of the assessment has been positive, we have also received important constructive criticism during the development of these educational enhancements. The “iterative” development of these active learning techniques has involved responding to these criticisms and reassessing the program’s effectiveness. In this paper, we first provide an overview of the previous work done in this area, then move on to show new developments and related assessment. In particular, new assessment, which is correlated with Myers Briggs personality types, is reported, showing results of the current integrated use of active learning techniques, including hands-on and multimedia experiences. In this light, the current paper should work as a roadmap for others who desire to integrate active learning into their courses, whether they are courses in Machine Design or not.Copyright