reverse engineering
TRANSCRIPT
Project Lead The Way, Inc. Copyright 2007
IED – Unit 3 – Lesson 3.2 – Activity 3.2.1 – Product Observation – Page 1
Activity 3.2.1 – Product Observation Purpose
Have you ever noticed how children are fascinated with how objects work? Many engineers have stated that they can trace back their interest in their chosen field to their childhood, when they would tear apart broken objects to figure out what caused them to move and function.
Reverse engineering is a process that relies on this childhood fascination with objects, and how they work. The process involves the study of an object’s visual, functional, and structural qualities. Though it does not imply redesign, reverse engineering is often a tool that is used to aid in the redesign of an object so that its performance may be improved. Other reasons for performing reverse engineering include reducing an object’s negative environmental impacts, maximizing manufacturing techniques through the substitution of more appropriate materials, discovering how a competitor’s product works, and increasing a company’s profit margin.
You have performed a visual analysis of your selected product to identify the visual design principles and elements that give the object its visual appeal, or lack there of. The next step in the reverse engineering process involves the study of the object’s function. This is done through careful observation of the object’s sequential operation before it is disassembled. By first observing the product, you can hypothesize how a product operates and then compare your predictions to your actual findings after the part is dissected.
Equipment
• Activity 3.2.1a Example Product Observation • Engineer’s notebook • Number 2 pencil
Procedure
In this activity, you will analyze the function of your consumer product.
Before measurement and dissection, you must theorize how the product functions through non-destructive observation. Identify your product’s name and the company that produced it, and answer the following questions.
Project Lead The Way, Inc. Copyright 2007
IED – Unit 3 – Lesson 3.2 – Activity 3.2.1 – Product Observation – Page 2
Product Name: Test Rack Company Name: L3 Avionics Systems
1. What is the purpose or primary function of the object?
To test the various indicators in different environments and make sure that they
function properly.
2. Sketch an isometric pictorial of the product in your engineer’s notebook, and
label the individual components. If you are not sure what a particular component is called, then make a logical guess.
3. Make an educated guess as to how this product operates. Use simple machines’ terminology to explain the object’s sequential operation. The testing rack is used primarily for one operation only. It is used to test the
various L3 indicators and make sure that each indicator does its job, whether it
Project Lead The Way, Inc. Copyright 2007
IED – Unit 3 – Lesson 3.2 – Activity 3.2.1 – Product Observation – Page 3
be to count time or shine a LED light. The worker inserts the various 99
indicators into the slots. Then he places 3-4 racks in the chamber, plugs them in
and starts the testing chamber. But there are little attachments that add their
own functions and change how it operates. The handle allows for the worker to
lift up the rack and make it easier to hold. The raised edge at the bottom makes
it easier for the worker to stack multiple racks inside the chamber.
Project Lead The Way, Inc. Copyright 2007
IED – Unit 3 – Lesson 3.2 – Activity 3.2.1 – Product Observation – Page 4
4. Identify the system inputs, intended product function, and outputs in the table below.
Inputs Product Function Output
Heat/Cold Chamber Testing Testing Results Indicators Power
5. What mechanical components are visible?
Indicators, Stainless Steel, Indicator Slots, Handle, Raised Edge, Bolts
6. What is it about this device’s function that you cannot identify, because the
mechanical components are hidden from plain view? Where are the wires connecting the cord to the indicator slot.
Project Lead The Way, Inc. Copyright 2007
IED – Teacher Guidelines – Support Materials – Unit 3 – Lesson 3.4 – Problem 3.4.3a – Decision Matrix Template – Page 1
Problem 3.4.3a – Decision Matrix Template Criteria
Ideas
SIZE WEIGHT TEMP CHANGE
# of outlets Durability
Totals Checkerboard pattern outlets with checkerboard holes in frame (made of fiber glass)
2 3 3 3 3 14
Horizontal and vertical outlets and holes in frame(made of carbon fiber)
1 3 2 1 3 10
Horizontal and vertical outlets and holes in frame(made of fiberglass)
2 3 3 1 3 12
SIZE: WEIGHT: TEMP CHANGE: # of outlets: Durability: 1:Bigger than L3 1: Weighs more than L3 1:-85 F to 285 F 1: Same as L3 1:Less durable than L3 2:Same as L3 2:Weighs the same as L3 2:-100 F to 400 F 2: Has a couple more 2: Same durability as L3 3:Smaller than L3 3:Weighs less than L3 3:-200 F to 800 F 3:Has more than 10 extra 3:More durable than L3
Project Lead The Way, Inc. Copyright 2007
IED – Teacher Guidelines – Support Materials – Unit 3 – Problem 3.4.3b – Design Brief Template– Page 1
Problem 3.4.3b - Product Improvement Design Brief
Client Company: The Client Company is L3
Designers: Kevin Kubis and Olivia Foy
Problem Statement: We need to make a more efficient testing product that
withstands high & low temperatures, is light weight, and has
as many outlets as possible for testing.
Design Statement: We will create a wood model, which will represent various
metals that we would use in the real product. Our model will
show that the real products could be light weight and have
many outlets when made with the real metals.
Constraints: It has to withstand temperatures of -85 degrees F to 257
degrees F. It has to be as light or lighter weight then the
model used now. & it had to have as many outlets or more
then there already is.
1-May 2-May 3-May 4-May 5-May 6-May 7-MayDisassembly ChartProduct ObservationAnalysisSketchesProduct ResearchPresentation DrawingsOrthographic DrawingsInventor ModelsDesign BriefProduct ImprovementModified SketchesOral Presentation
8-May 9-May 10-May 11-May 12-May 13-May 14-May 15-May 16-May
17-May 18-May 19-May 20-May
Product Improvement! Kevin Kubis & Olivia Foy
1. We are going to make this product lighter in weight. 2. We will make it withstand higher and lower temperatures. 3. We will make the product have more outlets. 4. We will allow a more practical design for storage and practical use.
Project Lead The Way, Inc. Copyright 2007
IED – Unit 3 – Lesson 3.3 – Activity 3.3.2a – Product Disassembly Chart –Page 1
Activity 3.3.2a – Product Disassembly Chart Product Name: Testing Rack for L3 Group members: Olivia Foy Date: 4/28/11 Kevin Kubis Time: 11:54 Part
# Part
Name Qty Dimensions Function Material Texture/Finish Interaction
with Other Parts
General Notes
(i.e.: wear, stress
indicators) 1 Brown
Backing 1 15.5 X 16.5
X 1 inches Keep wires & electrical functions out of harm.
Phenolic laminate
smooth Screwed to metal frame
Corners have broken off. (substance is weak)
2 White Outlets
99 Total diameter of 1.129 inches; holes are .135 inches
Allow place for fixtures to plug into.
plastic Bumpy texture due to holes
Female part to the fixtures, attached to metal frame.
Fixtures have vibrated in the outlets, causing changes in test results.
3 Screws 14 .375 X .5 Keeps metal brackets attached to frame.
aluminum Smooth Screws into holes in the brackets.
Flat-head screw driver unscrews it.
4 Fixtures 99 1inch depth, .75 inch height, 1.25 inch length
Keeps track of time.
aluminum smooth Hooks into outlets
Used in planes; has to withstand temps -85 to 257 degrees F
5 Metal brackets
9 1 X 16.5 X .25 inches
Allows a place for the outlets to be attached.
aluminum smooth Outlets are inserted into them; attached to metal frame.
Are screwed in with screws.
Project Lead The Way, Inc. Copyright 2007
IED – Unit 3 – Lesson 3.3 – Activity 3.3.2a – Product Disassembly Chart –Page 2
Part#
Part Name
Qty Dimensions Function Material Texture/Finish Interaction with Other
Parts
General Notes
(i.e.: wear, stress
indicators) 6 Metal
frame 1 3 X 15.5 X
16.5 inches To hold brackets Steel &
aluminum smooth Metal bars
screwed into it
Needs to withstand bumping into other objects.
7 Hexagonal screws
6 .375 X .50 Hold brackets to metal frames
aluminum bumpy Screws into metal brackets
Unscrewed with a Allen wrench
REVERSE ENGINEERING!
By: Kevin Kubis and Olivia Foy
L3 Project
SOLUTION
Parts left the Same
•Brown Backing
•White Outlets
•Fixtures
Improved Parts•Structure for outlet holes
•Brown Backing Assembly
•Storage Devices
Changes in Design
• Allowed for 14 more outlets by using a checkerboard pattern rather than horizontal and vertical pattern
• Slots in the frame to allow the brown backing to slide in rather than screw in
• Pegs and holes in the frame so that many testing devices can stack on top of one another for storage use
• Make the frame out of fiberglass to make it very lightweight and it still withstands temperatures -200 degrees F to 800 degrees F
Conclusion
• We were able to make out design have more outlets with the same dimensions for the frame, make our design easily withstand the changing temperatures, and make it a lot more lightweight
Team Norms Kevin Kubis & Olivia Foy
1. Everyone in the group will accept each others’ ideas.
2. Everyone will participate and play a large role in the outcome of the product.
3. Everyone will complete their assigned components of the project.
4. There will be no fighting between members
5. We will communicate fluently
6. Work will be split up evenly
Parts List
MASSVOLUMEMATERIALPART NUMBERQTYITEM
0.953
lbmass
19.125
in^3
Phenolicbrown board11
0.164
lbmass
141.591
in^3
fiberglassboard12
1
1
2
2
A A
B B
STUDENT NAME
TEACHER NAME
DRAWING NAME
SCALE
MATERIAL
DATE
CLASS & PERIOD
kubis7124
WEDOFF
Assembly.iam
.09:1
carbon fiber and
plastic
5/17/2011
T-202-03
1
2
1
2
1
2
1
1
2
2
A A
B B
STUDENT NAME
TEACHER NAME
DRAWING NAME
SCALE
MATERIAL
DATE
CLASS & PERIOD
kubis7124
WEDOFF
Assembly.iam
.14:1
plastic and carbon
fiber
5/17/2011
T-202-03
1
1
2
2
A A
B B
STUDENT NAME
TEACHER NAME
DRAWING NAME
SCALE
MATERIAL
DATE
CLASS & PERIOD
kubis7124
WEDOFF
board.ipt
0.14:1
carbon fiber and
plastic
5/11/2011
T-202-03
2.00
.50
2.50
18.50
19.00
4.00
.50
15.50
16.00
4.50
4.00
.50
.50
.25
2.25
.35
.25
.45
1.13
.62
.20
.75
1
1
2
2
A A
B B
STUDENT NAME
TEACHER NAME
DRAWING NAME
SCALE
MATERIAL
DATE
CLASS & PERIOD
kubis7124
WEDOFF
brown board.ipt
0.16:1
plastic
5/16/2011
T-202-03
15.00
.08
17.00