reverse engineering p1

Project Lead The Way, Inc. Copyright 2007

IED – Unit 3 – Lesson 3.2 – Activity 3.2.1 – Product Observation –

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.



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



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.



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.


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


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.


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.


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 p1

Documents