Engr 111hw Assignment 89 Reverse Engineering Objectivethe Ob

Engr 111hw Assignment 89reverse Engineeringobjectivethe Objective O

The objective of this assignment is to develop an understanding and appreciation for the complexity of the engineering design process, and to experience the thinking processes required by the reverse engineering design process. Reverse Engineering Design is the practice of analyzing a product to gain an understanding of how the product was originally produced with an eye to finding new and more efficient ways of production. The Engineering Design process entails "Synthesis" (combining various elements into an integrated whole), and "Analysis" (using mathematics, science, and engineering techniques to quantify the performance of various options).

It also entails "Communication" (writing, drawing, and oral presentations), and "Implementation" (actually executing the design). The design process as it is applied to engineering then is the systematic, intelligent generation and evaluation of specifications for artifacts (products) whose form and function achieve stated objectives and satisfy specified constraints.

Paper For Above instruction

The purpose of this reverse engineering assignment is to immerse students in the complexities of the engineering design process by methodically disassembling a manufactured product. This exercise emphasizes understanding by analyzing the internal components and functions of a product, developing detailed documentation, and applying engineering principles to interpret its design features. The process encourages critical thinking about the manufacturing, function, and potential improvements of the product, fostering communication, analysis, and synthesis skills vital for engineering practice.

The process begins with selecting a product that can be easily disassembled without damaging the parts significantly. The disassembly must be conducted carefully, with an emphasis on precise measurement of components and documentation. This can involve both non-destructive methods, like measurement and visual inspection, and destructive methods, such as unscrewing and removing internal components. It’s important to recognize that the final goal is to understand the internal architecture and function rather than fully restoring operational capability.

Once disassembled, the group creates an annotated, illustrated parts list. This involves rendering isometric sketches of each component, indicating its placement and connection within a sub-assembly, along with numbering and labeling. The visual documentation aids in understanding how components relate to each other and how they contribute to the overall function of the device. Accompanying descriptions of each sub-assembly explain their respective functions within the complete system.

The assignment is structured into four main stages, each essential for developing a comprehensive understanding of the product’s design:

1. Evaluation and Verification: Measure and identify internal parts, their sizes, shapes, and materials. Decide whether to disassemble non-destructively (via measurements and visual inspection) or destructively (removing screws and internal components).
2. Technical Data Generation: Label each part according to its function (such as IC, switch, power supply), and group parts into roughly equal and functionally related sets. Each student chooses a group for detailed illustration.
3. Design Verification: Create detailed isometric exploded-view sketches of assigned parts, including dimensioning and naming. Compile a comprehensive parts list featuring part names, numbers, materials, sizes, and costs. Finally, write a paragraph describing the overall operation of the device based on the parts list and sketches.
4. Design Implementation: Although no physical prototype is required, produce detailed documentation—detailed parts list, sketches, and functional descriptions—that could serve as a blueprint for manufacturing or redesign.

This systematic approach allows students to understand the engineering thought process, from initial analysis to potential redesign considerations. It emphasizes precision in measurements, clarity in drawings, and depth of understanding of how each component functions within the larger system. The assignment culminates in a detailed report that visually and textually documents the product, fostering skills relevant to reverse engineering, product analysis, and innovative design improvement.

References

• Blanchard, D., & Fabrycky, W. J. (2010). Systems Engineering and Analysis. Pearson Education.
• Ulrich, K. T., & Eppinger, S. D. (2015). Product Design and Development. McGraw-Hill Education.
• Pahl, G., Beitz, W., Feldhusen, J., & Grote, K.-H. (2007). Engineering Design: A Systematic Approach. Springer.
• Mikell, P. (2017). Manufacturing Processes for Engineering Materials. Prentice Hall.
• Norton, R. L. (2013). Design of Machinery. McGraw-Hill Education.
• Kossiakoff, A., Sweet, W. N., Seymour, S. J., & Biemer, S. M. (2011). Systems Engineering: Principles and Practice. Wiley.
• Bruce, P., & Madsen, H. (2005). Reverse Engineering and Design Recovery: A Practical Perspective. IEEE Software, 22(4), 80-87.
• Ullman, D. G. (2003). The Mechanical Design Process. McGraw-Hill Higher Education.
• Groover, M., & Zimmer, M. (2019). Automation, Production Systems, and Computer-Integrated Manufacturing. Pearson.
• Kumar, R. (2014). Reverse Engineering in Manufacturing Engineering. International Journal of Engineering Research & Technology (IJERT), 3(7), 1131-1136.