\mainmatter
\chapter{Introduction}


An engineering student during his training is crammed with a vast amount of theoretical material and information.  He only realizes his
helplessness when he is faced with  the task of logically applying what he has learned to a specific end.  So long as his
work is based on familiar models or previous designs, the knowledge he possesses is perfectly adequate to enable him to find
a solution on conventional lines.  As soon as he is required to develop something already in existence to a more advanced
stage, or to create something entirely new without a previous design  to guide him, he will fail miserably unless he has
reached a higher level of understanding.  
The design process was formalized to enable student in following a systematic approach in
design.  
  The most important step of the design
process is identifying the customer need.  Most of the time the customer provide a generic statement of need and it is to the
engineer to identify the real need of the customer.   lets consider an example to illustrate the point: 
 
\emph{We are required to design a
 chair that can be used by a child?.  Clearly all of us know how to sit on a chair, so in that
 prospectus we know how it works.  A chair is used for sitting.  unfortunately this
 description does not say how the chair is made?. What material is used?. Is the chair
 flexible or rigid?.  Does the chair rotate or fixed?.  What does it mean, it is to be used by a child?.
 Is the safety the biggest concern?. How much does it cost? How old is the child? etc.}
 
 Many factors in the engineering design does not have a mathematical model to be
based on, but the process is maintained to be logically driven in systematic sequence. 
In the previous example
  we can use Newton's Laws
 of equilibrium to describe the forces generated in the chair's legs. We can also describe the
 deformation of the legs when a person sits down.  We can even use the finite element analysis
 to estimate the stresses in the legs, the seat and the back.  We can also describe the make and
 the joints used in the chair.    Some of these  indeed can be represented using mathematical models but what
 mathematical model will describe the color of the chair, what mathematical model will measure
 the how safe is the chair to be used by a child. It is clearly appearant that the function of
 the chair cannot be completely be presented by a mathematical model.  These functions are
 manipulated by reasoning.  It is clear that different schemes may be needed to describe a
 certain design such as analytical based models that can identify the geometric presentation of
 the artifact, economic schemes that describe the cost of producing the artifact, verbal
 contents that
 describe the function of the artifacts and so on.  So it is quit clear that in the designing
 process the mathematical modeling although important but not sufficient to design the artifact.  
 
The design engineer must learn to think independently,  to
draw conclusions and to combine.  There are many who believe they can acquire all this by attending lectures and reading
textbooks.  What they fail to realize, is that they are only accumulating one fresh item of knowledge after another. 
Understanding, coupled with powers of logical deduction and judgment is not a capability that can be conferred from
outside; on the contrary, it is something purely personal and inward acquired only by diligent thinking and working with
the knowledge already possessed.  A basic pre condition for independent designing is a lively imagination to do original
work.    


Through the history, human have been successfully designing artifacts to satisfy the needs of the civilization.  The history is full
of great designs and invention.  Recently,  design is 
driven to meet an existing completion, reducing a hazard or an inconvenience or developing a new approach.  Not all what the
engineer build has been successful, occasionally, catastrophic failures occur.  Few of the well publicized disasters associated
with engineering systems were:
\begin{itemize}
\item Chernobyle nuclear power plant
\item Challenger space shuttle
\item Boing 737 lost its cabin roof during flight in 1988
\item A skywalk of Kansas City Hyatt Regency Hotel collapsed just after the hotel was opened in 1981.
\item DC-10 airplane lost an engine in flight and crashed in 1979
\end{itemize}

Walton \cite{walton} lists the reason for failures in most engineering designs as
\begin{enumerate}
\item Incorrect or overextended assumptions
\item Poor understanding of the problem to be solved
\item Incorrect design specifications
\item Faulty manufacturing and assembly
\item Error in design calculations
\item Incomplete experimentation and inadequate data collection 
\item Errors in drawings
\item Faulty reasoning from good assumption
\end{enumerate}

 \section{Definition of Engineering Design}
 Dym \cite{dym} defines design as the systematic, intelligent generation and evaluation of specifications for artifacts
 whose form and function achieve stated objectives and satisfy specified constrains.  A formal definition of
 engineering design is found in the curriculum guidelines of the Accreditation Board for Engineering and
 Technology (ABET).  The ABET definitions states:
 Engineering design is the process of devising a system, component, or process to meet desired needs.  It is a
 decision-making process (often iterative) , in which  the basic sciences, mathematics, and engineering
 sciences are applied to convert resources optimally to meet a stated objective.  Among the fundamental
 elements of the design process are the establishment of objectives and criteria, synthesis, analysis,
 construction, testing, and evaluation.  The engineering design component of a curriculum must include most of
 the following features: development of student creativity, use of open-ended problems, development and use of
 modern design theory and methodology, formulation of design problem statement and specifications, production
 processes, concurrent engineering design, and detailed system description.  Further, it is essential to
 include a variety of realistic constraints such as economic factors, sfatey, reliability, aesthetics, ethics
 and social impact.     


\section{ Design Levels}

As in any field of human activity there are different degrees of difficulty.  In design they are adaptive designs, developed
designs and new design.
\begin{enumerate} 
\item Adaptive Design:
In the great majority  of instances the designer's work will be concerned with adaptation of existing designs.  There are
branches of manufacturing where development has practically ceased, so that there is hardly anything left for the designer
to do except make minor modifications, usually in the dimensions of the product.  Design activity of this kind therefore
demands no special knowledge or skill and the problems presented are easily solved by a designer with ordinary technical
training.
\item Development Design: Considerably more scientific training and design ability are needed for development design.  The
designer starts from an existing design, but the final outcome may differ quite markedly from the initial product
\item New Design: Only a small number of designs are new designs.
\end{enumerate}


  

  \section{Design Process}
To design is to create new product that turn to profit and benefit society in some way.  The ability
to design requires both science and art.  The science can be learned through a systematic process
(outlined in  this chapter), experience and problem solving technique (will be mastered during your
college education). The art is gained by practice and a total involvement to become proficient.  
 The design of a device or system can be done in one of two ways
 \begin{enumerate}
 \item Evolutionary change: When a product is allowed to evolve over a period of time with only
 slight improvement.  This is done when there is no competition.  The creative capabilities of the
 designer are limited
 \item Innovation: The rapid scientific growth and technological discoveries plus competition among
 companies for their  slice in the market has placed a great deal of emphasis on new products which
 draws heavily on innovations to produce marketable ideas.  Here the creative skills and analytical
 ability of the design engineer plays an important role.  
 \end{enumerate}
 Proficient designer controls  the activities of evolution and innovation to occur simultaneously. 
Although more emphasis is directed toward innovation line, designer must test his ideas against prior
design.  One can design for the future but he must base results on what is known in the past. 
 
 
  In this section a brief description of the design processes is introduced. The design process
  is a sequence of events that help defines the stages of design and help unfold the design in a
  systematic manner. Different authors have attempted to draw up charts that describe the design
  process.  Figures 2.1 to 2.3 show some of these attempts.
  \input{epsf}
  \def \epsfsize#1#2{0.5#1}
 \begin{figure}[h]
 \epsffile{../figures/1-1.eps}
  \caption{Design Process Map from Johnson (1978)\cite{ray}}
  \end{figure}
  \begin{figure}
  \vspace{8in}
  \caption{Design Process Map from Dym (1994)\cite{dym}}
  \end{figure}
  \begin{figure}
  \vspace{8in}
  \caption{Design Process Map from Pahl and Beitz (1991)\cite{pahl}}
  \end{figure}
  
  The difference in these maps is in sequence name.  Careful examining of the maps lead to the
  identification of the same stages.  Some stages are combined together in one process.  In these
  notes we will be using the chart in figure 2.4.  This chart seems more elaborate and more
  systematic. This chart is adapted from Cross 1994 \cite{cross}.
  These steps are iterative and requires a series of decisions to move the design along. More
    often a design oscillates back and forth between stages until it reaches an acceptable form to
    move to the next stage.  A brief description of theses stages is given here
    \begin{figure}
  \vspace{8in}
  \caption{Design Process }
  \end{figure}
  
   \subsection{Identification the customer need}
       The need for a new design 
     can be generated from several sources some of these
sources are listed below. 
\begin{enumerate}
\item Client Request:  In a design company a client may submit a request for
developing an artifact.  It is often unlikely that the need will be expressed clearly.
The client may know only the type of product that he wants, or in most cases this is the problem find
a solution. An example may be in the form "I need a safe ladder". 

\item Modification of an existing design:
Quit often a client require ask for a modification of an existing artifact to make it simpler and
easy to use.  This may also be generated by companies to provide customers with new easy to use
products. Searching the market you may notice many brand names for coffee makers what make the
difference between them, may be the shape, material used, cost or special features. Lets take the
papers clips as an example to demonstrate the point.  Figures 2.5 to 2.9 present a demonstration
of different development of paper clips.  each of these new designs has its own advantages over
the other clips.  For example  the endless filament paper clip can be used from either side of
the clip.  One may argue that the different designs are based on the human evolution of
designs and birth of new ideas that may be true but the major driving force for the new
renovation of designs is keeping the companies in business.  The first patent for paper clip
was filed in 1899 and the latest was filed in 1991.  A hundred years of paper clip development
and innovations.
\begin{figure}
  \vspace{8in}
  \caption{A mid nineteenth century portrait of the British engineer Isambard Kingdom Brunel,  holding
  a pencil with a wooden paper clip in the foreground }
  \end{figure}
  \begin{figure}
  \vspace{8in}
  \caption{William Middelbrook's Patent for a machine for making the paper clips (1899) }
  \end{figure}
  \begin{figure}
  \vspace{8in}
  \caption{Patent for Gothic-style paper clip, issued in 1934 }
  \end{figure}
  \begin{figure}
  \vspace{8in}
  \caption{Patent for an endless filament paper clip, issued to Charles T. Link (1991) }
  \end{figure}
  \begin{figure}
  \vspace{8in}
  \caption{Patent for for a large paper clip made of spring wire, issued to Linda and Richard Froehlich (1994) }
  \end{figure}
\item Generation of new product: 
In all profit oriented industries the attention, talent and abilities of management, engineering,
production, inspection, advertising, marketing, sales and servicing are focused on causing the
product to return profit for the company and in turn for the stockholders.  Unfortunately, sooner
or later every product is pre emptied by another or degenerates into profitless price competition. 

For an industry to survive in todays world, it must continue to grow, it cannot afford to remain
static.  This growth, throughout history , has been heavily built on new products.  New products
have a characteristics life cycle pattern in sales volume and profit margins as shown in figure
2.16.  A product will after a period peak out when it has saturated the market and then begin to
decline. It is obvious that an industry must seek out and promote a flow of new product ideas. 
These new products are usually protected by applying for patents.  
\end{enumerate}
  
  \begin{figure} 
  \vspace{8in}
  \caption{Basic life cycle of new product}
  \end{figure}
\subsection{Definition of Goals} In this process the designer defines what is needed to resolve the
need.  It is a general statement of the wanted end product.  Many of the difficulties encountered in
design may be traced to poorly stated goals, or goals were hastily written and resulted in confusion
or too much flexibility. 

In almost all cases the client request come in a verbal vague statement such as
I need an aluminum can crusher or a safe ladder and so on.  Often designer should be careful 
to recognize that
the customer needs are not the same as the product specifications.  The needs
should be expressed in functional terms.  Also designer  needs to be aware of the fact
that customers will tell you solutions, the designer needs to figure out
what are his real needs and act upon that.  During the customer interview you
should listen carefully to what he has to say. The designer
function is to clarify the design requirement from the client. To clearly define the objectives an
objective tree may be constructed for clarification.
 
 
 Quit often the need statement and goals are set into one process.  
   
\subsection{Market Analysis} Designers have to pursue an active search to locate
what is already available and what they have to offer.  
 The information gathering
and recognizing the source of information is a vital task for the design
engineer.  Design engineers should recognize that companies hire them so they get away from
paying royalties to patent holders.  The design engineers must know what is available in the
market.
Information sources may include the following
\begin{enumerate}
\item technical and trade journals
\item abstracts
\item research reports
\item technical libraries
\item catalogue of component suppliers
\item US Patent Office
\item the Internet
\end{enumerate}
The information may reveal an already available design solution, the hardware to accomplish the goal.
 Sometimes the goal may be altered to produce a market request product or abandoned if the product
 already exist in the market.  The knowledge will save the designer as well as his client a lot of
 time and money.
Once the designer determined what is in the market the
creativity should be put into work to generate alternatives.  It should be  remembered that 
engineering is a science of creativity and generating solutions.  one needs to
look on the overall picture. 


\subsection{Establishing Functions}
Recognizing the the level of problem and where it stands from the whole system is a fundamental
element in the design.  There is a big difference between being asked to design  a car suspension
system and designing a car.  So it is useful to have means of considering the level where the
designer is asked to work.  It is also very useful if the organization is done in such a way that
identify the functions instead of the potential solutions.  Lets consider an example to illustrate
the idea.  A blood bank approached a designer to find a solution for there frequently broken
centrifuge.  When the centrifuge break down the blood separation unit shuts down.  They have tried
replacing the centrifuge but always after few months they have the same problem.  The need statement
is to fix the centrifuge in such a way that it will reduce they break down time.  A designer who
recognize the design process will not jump on fixing the centrifuge per-sa he will ask the following
question what is the function we try to accomplish by the centrifuge.  The answer is to separate
blood by enhancing the gravitational pull.  Then the function is to separate blood cells from the
whole blood.  This clear statement enable the designer to find alternative solutions other than the
centrifuge.  Quite often the functions will be divided into sub-functions and in all define the
requirement of the artifact.  

 Another example may be listed here is if you were required to design a lawn mower, The function should be defined as
a  method for shortening the grass.  The difference between the two definitions of the lawn mower
is that one limit your imagination and creativity while the other give you a wide open mind of
creativity. 

 \subsection{Task Specifications}
This stage requires the designer to list all pertinent data and parameters tending to control the
design and guide it toward the desired goal. This stage sets the limit on the acceptable solutions. 
It should not be defined too narrowly because that will cause designer to eliminate acceptable
solutions and it cannot be too broad or vague because this will leave the designer with direction to
satisfy the design goal. Lets consider the lawn mower again to set some task specifications
\begin{enumerate}
\item It should be safe to operate, especially when used near children
\item It should be easy to operate by an average person
\item Types of power to be considered
\begin{itemize}
\item battery
\item electricity
\item 2 cycle or 4 cycle internal combustion engine
\item manual
\end{itemize}
\item device should be easily stored in a garage
\item possibility of combining lawn tasks
\begin{itemize}
\item collecting leaves and mowing the lawn
\item shopping the leaves and fertilizing
\item shopping branches for mulch
\end{itemize}
\item device should use available hardware and require sheet metal or fiber glass or plastic
\item material should be selected based on cost, manufacturablity, strength, appearance and abaility
to withstand varying weather conditions.
\item Device must be reliable and doesn't require frequent maintenance
\item selling price lower than that in the market
\end{enumerate}
these are some of the task specifications. 

\subsection{Conceptualization}
The process of generating alternative solutions to the stated goal in the form of concepts require
creative ability.  The conceptualization starts with generating new ideas.  In this stage the
designer must review the market analysis and the task specification as he engage in the process of
innovation and creativity. This activity usually takes free hand sketches in producing a series of
alternative solutions.  The alternatives need not to be worked out in details but are recorded as
possibilities to be tested.
 Alternatives to perform the functions should be listed in an organized fashion. 
For example to design a novel transportation system one may list the methods as 
\begin{enumerate}
\item Natural way
\begin{enumerate}
\item Human 
\begin{itemize}
\item walk
\item swim
\end{itemize}
\item Animal 
\begin{itemize}
\item Ride
\item pulled in a cart
\end{itemize}
\end{enumerate}

\item With Aids
\begin{enumerate}
\item Land
\begin{itemize}
\item Bike
\item Skate
\end{itemize}
\item Water \begin{itemize}
\item Canoe
\item Tube\end{itemize}
\item Air
\begin{itemize}
\item kite
\end{itemize}
\item Mechanical
\begin{enumerate}
\item Land
\begin{itemize}
\item car
\item train
\item tube
\end{itemize}
\item Water
\begin{itemize}
\item ship
\item sled
\end{itemize}
\item Air
\begin{itemize}
\item plane
\item rocket
\end{itemize}
\end{enumerate}
\end{enumerate}
\end{enumerate}
\subsection{Evaluating Alternatives}
Once a number of concepts have been generated in sufficient detail, a decision must be made as to
which one or ones will enter the next most expensive stages of the design process.  An excellent
technique to guide the designer in making the best decision regarding alternatives is a scoring
matrix which forces a more penetrating study of each alternative against a specified criteria.

\subsection{Analysis and Optimization}
Once a concept has been chosen as a possible solution for the stated goal it must be tested against the
physical laws.  It also need to check the manufacturablity of the chosen concept.  A product may
satisfy the physical laws but cannot be manufactured is useless product.  These stage is put in
iterative sequencing with the conceptualization.  Often analysis require a concept to be altered or
redefined then reanalyzed so that the design is constantly shifted between analysis and concept. 
Analysis starts with estimation followed by order of magnitude calculation.  Estimation is and
educated guess based on
experience. Order of magnitude analysis is a rough calculation of the specified problem.  The order
of magnitude doesn't provide an exact solution but it gives the order in which the solution to be
expected.
\subsection{Experiment}
The experiment stage in engineering design requires that a piece of hardware to be constructed and tested to
verify the concept and analysis of the design as to work ability, durability and performance characteristics. 
Here the design on paper is transformed into a physical reality.  Three techniques of construction are
available to designer
\begin{enumerate}
\item mock-up : The mock-up is generally constructed to scale from plastics, wood, cardboard and so-forth. 
The mock-up is often used to check clearance, assembly technique, manufacturing consideration and appearance. 
It is the least expensive technique, provides the least amount of information, quick and relatively easy to
build.
\item model: representation of the physical system through a mathematical similitude. Four types of models are used to predict behavior of the real system:
\begin{itemize}
\item A true model is an exact geometric reproduction of the real system, built to scale and satisfying
all restrictions imposed in the design parameters.  
\item An adequate model is so constructed to test specific characteristics of the design
\item A distorted model purposely violates one or more design conditions.  This violation is often required
when it is difficult to satisfy the specified conditions.
\item Dissimilar models bear no apparent resemblance to the real system, but through appropriate analogies give
accurate information on behavioral characteristics.
\end{itemize}
\item prototype:  This is the most expensive experimental technique and the one producing the greatest amount
of useful information.   The prototype is the constructed, full-scale working physical system.  Here the
designer see his idea come to life, learn about such things as appropriate construction techniques, assembly
procedures, work ability, durability and performance under actual environmental conditions.  
\end{enumerate}
As a general rule, when entering the experimental stage of the design process, to allow beneficial interaction
with concept and analysis, one should first deal with the mock-up then the model and finally the prototype,
after the mock-up and model have proven the real worth of the design.

\subsection{Marketing}
This stage requires specific information that defines the device, system, or process.  Here the designer is
required to put his thoughts regarding the design on paper for the purpose of communication with others. 
Communication is involved in selling the idea to management or the client, directing the shop on how to
construct the design and serving management in the initial stages of commercialization. The description
should take the forms of 
\begin{enumerate}
\item Report containing a detailed description of the device, how it satisfies the need and how it works,
detailed assembly drawing, specifications for construction, list of standard parts, cost break down and any
other information that will insure that the design will be understood and constructed exactly as the designer
intended
\item Flyer contains a list of the special features that the design can provide, advertising, promotional
literature, market testing and so forth.  
\end{enumerate}

\section{Professionalism and Ethics}
Professionalism is a way of life.  A professional person is one who engages in an activity that requires a specialized and
comprehensive education and is motivated by a strong desire to serve humanity.  The work of engineers generally affects the
day-to-day life of all humans.  Developing a professional frame of mind begins with your engineering education.



The American Society of Mechanical Engineers (ASME) requires ethical practice
 by each of its members and has adopted the following Code of Ethics of Engineers as referenced in
the ASME Constitution, Article C2.1.1. 



Engineers uphold and advance the integrity, honor and dignity of the engineering profession by: 

I. Using their knowledge and skill for the enhancement of human welfare; \\

II. Being honest and impartial, and serving with fidelity the public, their employers and clients; and \\

III. Striving to increase the competence and prestige of the engineering profession. 



\subsection*{The Fundamental Canons}
 \begin{enumerate}
  

\item Engineers shall hold paramount the safety, health and welfare of the public in the performance 
of their professional duties. 

 \item Engineers shall perform services only in the areas of their competence. 

\item Engineers shall continue their professional development throughout their careers and shall provide opportunities for the
professional and ethical development of those engineers under their supervision. 

\item Engineers shall act in professional matters for each employer or client as faithful agents or trustees, and shall avoid conflicts of
interest or the appearance of conflicts of interest. 

 \item Engineers shall build their professional reputation on the merit of their services and shall not compete unfairly with others. 

\item Engineers shall associate only with reputable persons or organizations. 

\item Engineers shall issue public statements only in an objective and truthful manner. 
\end{enumerate}



The ASME criteria for interpretation of the Canons are guidelines and represent the
 objectives toward which members of the
engineering profession should strive. They are principles which an engineer can reference in specific situations. In addition, they
provide interpretive guidance to the ASME Board on Professional Practice 
and Ethics on the Code of Ethics of Engineers. 
\begin{enumerate}
\item Engineers shall hold paramount the safety, health and welfare of the public in the performance of their professional duties. 
\begin{enumerate}
\item Engineers shall recognize that the lives, safety, health and welfare of the general public are dependent upon engineering judgments,
decisions and practices incorporated into structures, machines, products, processes and devices. 

\item  Engineers shall not approve or seal plans and/or specifications that are not of a design safe to the public health and welfare and in
conformity with accepted engineering standards. 

\item Whenever the Engineers' professional judgments are over ruled under circumstances where the safety, health, and welfare of the
public are endangered, the Engineers shall inform their clients and/or
 employers of the possible consequences. 
\begin{enumerate}
\item Engineers shall endeavor to provide data such as published standards, test codes, and quality control procedures that will enable
the users to understand safe use during life expectancy associated with the designs, products, or systems for which they are
responsible. 

\item  Engineers shall conduct reviews of the safety and reliability of the designs, products, or systems for which they are responsible
before giving their approval to the plans for the design. 

\item Whenever Engineers observe conditions, directly related to their employment, which they believe will endanger public safety or
health, they shall inform the proper authority of the situation. 
\end{enumerate}
\item  If engineers have knowledge of or reason to believe that another person or firm may be in violation of any of the provisions of
these Canons, they shall present such information to the proper authority in writing and shall cooperate with the proper authority in
furnishing such further information or assistance as may be required. 
\end{enumerate}
\item  Engineers shall perform services only in areas of their competence. 
\begin{enumerate}

\item Engineers shall undertake to perform engineering assignments only when qualified by education and/or experience in the specific
technical field of engineering involved. 

\item Engineers may accept an assignment requiring education and/or experience outside of their own fields of competence, but their
services shall be restricted to other phases of the project in which they are qualified. All other phases of such project shall be
performed by qualified associates, consultants, or employees. 
\end{enumerate}
\item  Engineers shall continue their professional development throughout their careers, and should provide opportunities for the
professional and ethical development of those engineers under their supervision. 

\item  Engineers shall act in professional matters for each employer or client as faithful agents or trustees, and shall avoid conflicts of
interest or the appearance of conflicts of interest. 
\begin{enumerate}
\item  Engineers shall avoid all known conflicts of interest with their employers or clients and shall promptly inform their employers or
clients of any business association, interests, or circumstances which could influence their judgment or the quality of their services. 

\item Engineers shall not undertake any assignments which would knowingly create a potential conflict of interest between themselves
and their clients or their employers. 

\item Engineers shall not accept compensation, financial or otherwise, from more than one party for services on the same project, or for
services pertaining to the same project, unless the circumstances are fully disclosed to, and agreed to, by all interested parties. 

\item Engineers shall not solicit or accept financial or other valuable considerations, for specifying products or material or equipment
suppliers, without disclosure to their clients or employers. 

\item Engineers shall not solicit or accept gratuities, directly or indirectly, from contractors, their agents, or other parties dealing with
their clients or employers in connection with work for which they are responsible. Where official public policy or employers'
policies tolerate acceptance of modest gratuities or gifts, engineers shall avoid a conflict of interest by complying with appropriate
policies and shall avoid the appearance of a conflict of interest. 

\item When in public service as members, advisors, or employees of a governmental body or department, Engineers shall not participate
in considerations or actions with respect to services provided by them or their organization(s) in private or product engineering
practice. 

\item  Engineers shall not solicit an engineering contract from a governmental body or other entity on which a principal, officer, or
employee of their organization serves as a member without disclosing their relationship and removing themselves from any activity
of the body which concerns their organization. 

\item  Engineers working on codes, standards or governmental sanctioned rules and specifications shall exercise careful judgment in their
determinations to ensure a balanced viewpoint, and avoid a conflict of interest. 

\item When, as a result of their studies, Engineers believe a project(s) will not be successful, they shall so advise their employer or client.

\item  Engineers shall treat information coming to them in the course of their assignments as confidential, and shall not use such
information as a means of making personal profit if such action is adverse to the interests of their clients, their employers or the
public. 
\begin{enumerate}
\item They will not disclose confidential information concerning the business affairs or technical processes of any present or former
employer or client or bidder under evaluation, without his consent, unless required by law or court order. 

\item They shall not reveal confidential information or finding of any commission or board of which they are members unless required
by law or court order 

\item Designs supplied to Engineers by clients shall not be duplicated by the Engineers for others without the express permission of the
client(s). 
\end{enumerate}
\item  Engineers shall act with fairness and justice to all parties when administering a
 construction (or other) contract. 

\item  Before undertaking work for others in which Engineers may make improvements, plans, designs, inventions, or other records
which may justify seeking copyrights, patents, or proprietary rights, Engineers shall enter into positive agreements regarding the
rights of respective parties. 

\item Engineers shall admit their own errors when proven wrong and refrain from distorting or altering the facts to justify their
mistakes or decisions. 

\item  Engineers shall not accept professional employment or assignments outside of their regular work without the knowledge of their
employers. 

\item Engineers shall not attempt to attract an employee from other employers or from the market place by false or misleading
representations. 
\end{enumerate}
\item  Engineers shall build their professional reputation on the merit of their services and shall not compete unfairly with others. 
\begin{enumerate}
\item Engineers shall negotiate contracts for professional services on the basis of demonstrated competence and qualifications for the
type of professional service required. 

\item Engineers shall not request, propose, or accept professional commissions on a contingent basis if, under the circumstances, their
professional judgments may be compromised. 

\item Engineers shall not falsify or permit misrepresentation of their, or their associates, academic or professional qualification. They
shall not misrepresent or exaggerate their degrees of responsibility in or for the subject matter of prior assignments. Brochures or
other presentations used to solicit personal employment shall not misrepresent pertinent facts concerning employers, employees,
associates, joint venturers, or their accomplishments. 

\item  Engineers shall prepare articles for the lay or technical press which are only factual. Technical Communications for publication
(theses, articles, papers, reports,etc.) which are based on research involving more than one individual (including students and
supervising faculty, industrial supervisor/researcher or other co-workers) must recognize all significant contributors. Plagiarism, the
act of substantially using another's ideas or written materials without due credit, is unethical. (See Appendix.) 

\item  Engineers shall not maliciously or falsely, directly or indirectly, injure the professional reputation, prospects, practice or
employment of another engineer, nor shall they indiscriminately criticize another's work. 

\item  Engineers shall not use equipment, supplies, laboratory or office facilities of their employers to carry on outside private practice
without consent. 
\end{enumerate}
\item Engineers shall associate only with reputable persons or organizations. 
\begin{enumerate}
\item Engineers shall not knowingly associate with or permit the use of their names or firm names in business ventures by any person or
firm which they know, or have reason to believe, are engaging in business or professional practices of a fraudulent or dishonest
nature. 

\item  Engineers shall not use association with non-engineers, corporations, or partnerships to disguise unethical acts. 
\end{enumerate}
\item Engineers shall issue public statements only in an objective and truthful manner. 
\begin{enumerate}
\item Engineers shall endeavor to extend public knowledge, and to prevent misunderstandings of the achievements of engineering. 

\item Engineers shall be completely objective and truthful in all professional reports, statements or testimony. They shall include all
relevant and pertinent information in such reports, statements or testimony. 

\item Engineers, when serving as expert or technical witnesses before any court, commission, or other tribunal, shall express an
engineering opinion only when it is founded on their adequate knowledge of the facts in issue, their background of technical
competence in the subject matter, and their belief in the accuracy and propriety of their testimony. 

\item Engineers shall issue no statements, criticisms, or arguments on engineering matters which are inspired or paid for by an
interested party, or parties, unless they preface their comments by identifying themselves, by disclosing the identities of the party or
parties on whose behalf they are speaking, and by revealing the existence of any financial interest they may have in matters under
discussion. 

\item Engineers shall be truthful in explaining their work and merit, and shall avoid any act tending to promote their own interest at the
expense of the integrity and honor of the profession or another individual. 
\end{enumerate}
\item  Engineers accepting membership in The American Society of Mechanical Engineers by this action agree to abide by this Society
Policy on Ethics and procedures for its implementation. 
\end{enumerate}
\section{Problems}
\subsection{Team Activities}
\begin{enumerate}
\item List the steps in the design process
\item Define each step in the design process
\item What is the difference between customer statment and problem definition
\item What is the defiresnce between the specification step and defining the
problem step in the design process
\item What is function analysis and how it is different from the definition of
the problem
\item List three factors that market nalysis acieves
\item Why the function analysis proceeds the conceptualization step
\item Give examples of a mock-up.
\item Tell why you think schedualing is imporatant
\end{enumerate}
\subsection{Individual Activities}
\begin{enumerate}
\item Figure below shows the percent of cost committed and incurred as a
function of time during the design of a product.  The committed cost is the
amount of money alocated for the manufacturing of the prodcut while the
incurred cost is the amount of money spent on the design.
\begin{enumerate}
\item Explain your findings from the figure
\item Discuss why it is very important to spend time and money on the eraly
stages of design than late stages.
\end{enumerate}
\input{epsf}
\begin{figure}[h]
\epsffile{../hw.dir/mancost.eps}
\caption{ 1}
\end{figure}
\item Describe in detail the various types of design?
\item List several common sources of Engineering failures?
\item Explain the difference between Engineering Design and Engineering Design
Process?
\item Identify several commons and differences between figures 1.1, 1.2, 1.3
and 1.4 in your text?
\item List four factors that may be used to determine quality and discuss the
following statments in light of your listing " Quality cannot be built into a
product unless it is designed into it"
\item Consider the following two statments:
\begin{itemize}
\item What size SAE grade 5 bolt should be used to fasten together two pices of
1045 sheet steel, each 4 mm thick and 6 cm wide, which are lapped over each
other and loaded with 100 N?
\item Design  joint to fasten together two pieces of 1045 sheet steel, each 4
mm thick and 6 cm wide, which are lapped over each other and loaded with 100 N?
\end{itemize}
\begin{enumerate}
\item Explain the difference between the two statments
\item Similary change a problem from one of your engineering science/physics
classes into a design problem?
\end{enumerate}
\item Explain the engineering design process to a student in high school?
\item Define professionalism
\item Read through the ASME code of ethics and list three findings?
\end{enumerate}



