Copyright 2009 Pearson Education Canada 15 - 1 18 mars, 2010 Notions fondamentales de la conception Fundamentals of Engineering Design.

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1 Copyright 2009 Pearson Education Canada 15 - 1 18 mars, 2010 Notions fondamentales de la conception Fundamentals of Engineering Design

2 Copyright 2009 Pearson Education Canada 15 - 2 Introduction Design is fundamental activity that distinguishes engineering from disciplines based on pure science and mathematics. Engineers must have solid, basic knowledge of science and mathematics, –Must be able to apply knowledge to improve/create new products, processes, devices, and systems. all engineering students should have a significant design experience as part of undergraduate studies. La conception est lactivité principale qui distingue lingénierie des autre domaines basés sur les sciences pures et les mathématiques. Les ingénieurs doivent bien comprendre les sciences et le mathématiques. –On doit être capable dappliquer ses connaissances afin de concevoir de nouveaux produits, processus, systèmes etc. Travaux en conception requis dans toutes programmes dingénierie au Canada.

3 Copyright 2009 Pearson Education Canada 15 - 3 Introduction (continued) Students should learn –definition of engineering design; –basic design process that can be applied in all engineering disciplines; –techniques for generating and evaluating alternative design solutions; –characteristics of an effective design team. À apprendre –La définition de la conception; –Le processus fondamental de la conception; –Les méthodes pour générer et évaluer les solutions alternatives; –Caractéristiques dun équipe concepteur effectif.

4 Copyright 2009 Pearson Education Canada 15 - 4 Définition de la conception Definition of Engineering Design Bureau canadien de lagrément des programmes de génie (BCAPG): –Trouver des solutions à des problèmes dingénierie complexes et de concevoir des systèmes, des composants ou des processus qui répondent aux besoins spécifiés, tout en tenant compte des risques pour la santé et la sécurité publiques, des aspects législatifs et réglementaires, des normes, ainsi que des incidences économiques, environnementales, culturelles et sociales. Canadian Engineering Accreditation Board (CEAB) definition: –Engineering design integrates mathematics, basic sciences, engineering sciences and complementary studies in developing elements, systems and processes to meet specific needs. It is a creative, iterative, and often open-ended process subject to constraints which may be governed by standards or legislation to varying degrees depending upon the discipline. These constraints may relate to economic, health, safety, environmental, social, or other pertinent factors.

5 Copyright 2009 Pearson Education Canada 15 - 5 Types of Engineering Design Types de Conception Evolutionary Design –Improvements to existing solutions. E.g. Todays automobiles have evolved from Fords Model T. –Same basic functions, propulsion, braking, steering etc. –Competitive Analysis Process of comparing a design to a similar design or product. –Benchmarking Determination of how well a function is performed, for later comparison. La conception évolutionnaire –Améliorations aux solutions existantes. Exemples: Automobiles –Mêmes notions fondamentales que le modèle T de Ford: propulsion, freinage, pilotage etc.. Analyse compétitive –La comparaison dune nouvelle conception a un produit similaire. Étalonnage –Conduite de tests de performance pour comparaison future.

6 Copyright 2009 Pearson Education Canada 15 - 6 Types of Engineering Design Types de Conception Reverse Engineering –Decomposing an existing solution to understand How it has been constructed; Its design limitations. Innovative Design –New or original idea; –Novel way of solving a problem. Invention? Patentable? Ingénierie inverse –Lacte de décomposer une solution existante afin de comprendre Comment elle est construite; Ses limitations. Conception innovatrice –Idée originale; –Nouvelle manière de résoudre un problème. Invention? Brevetable?

7 Copyright 2009 Pearson Education Canada 15 - 7 Caractéristiques de la bonne pratique de conception Faire une liste des critères, des exigences et des contraintes Identifier les utilisateurs et leurs tâches. Identifier les effets sur lenvironnement Générer plusieurs solutions

8 Copyright 2009 Pearson Education Canada 15 - 8 Characteristics of Good Design Practice List criteria, requirements and constraints Identify users and their tasks. Identify effects on environment Generate multiple solutions (continued)

9 Copyright 2009 Pearson Education Canada 15 - 9 Characteristics of Good Design Practice (continued) Select optimal solutions Defensible decisions Best practice Choisir la/les solution(s) optimale(s) Prendre des décisions défendable Utiliser les pratiques dexcellences.

10 Copyright 2009 Pearson Education Canada 15 - 10 Processus de la conception Le processus fondamental de la conception est basé sur six activités: 1.Évaluation des besoins 2.Synthèse 3.Analyse de conception 4.Implémentation 5.Mise à lessai et validation 6.Recommandations

11 Copyright 2009 Pearson Education Canada 15 - 11 Engineering Design Process Systematic approach to design. Basic engineering design process is based on six activities: 1.Needs assessment 2.Synthesis 3.Design Analysis 4.Implementation 5.Testing and Validation 6.Recommendations

12 Copyright 2009 Pearson Education Canada 15 - 12 Spiral Method Méthode spirale

13 Copyright 2009 Pearson Education Canada 15 - 13 Waterfall Approach

14 Copyright 2009 Pearson Education Canada 15 - 14 Compétences en conception: Définir le problème clairement Au début du projet, il y a deux questions à se demander: –Y a-t-il vraiment un problème? –Si oui, cest a qui ce problème? –Afin dêtre capable de répondre il faut. Identifier et avoir un entretien avec les utilisateurs de la solution existante. Distinguer entre les symptômes et les facteur contribuant au problème. –Énoncer le problème.

15 Copyright 2009 Pearson Education Canada 15 - 15 Design Skills: Clearly Defining the Problem The start of each design project starts with two questions: –Is there really a problem? –If so, whose problem is it? –To answer these questions, must understand context. Identify and interview users of existing solutions. Distinguish between symptoms and contributing factors to problems. –State problem in sentence format.

16 Copyright 2009 Pearson Education Canada 15 - 16 Compétences en conception: Générer les solutions Expliquer le problème a quelquun –Ceci exige quon y pense et simplifie pour que lautre le comprenne; Simplification du problème peut mener aux solutions. Remue-méninges (Brainstorming) –La génération de plusieurs solutions sans les évaluer. Contestation des suppositions –Contester la supposition que certain solutions ont des caractéristiques particulières.

17 Copyright 2009 Pearson Education Canada 15 - 17 Design Skills: Generating Solutions Explain the Problem –Explaining problem to someone requires that it be explained simply and clearly; Simplification of problem may lead to solutions. Brainstorming –Generating as many solutions as possible without evaluating them Assumption Smashing –Challenging of assumptions that solution has particular characteristics.

18 Copyright 2009 Pearson Education Canada 15 - 18 Compétences en conception: Construction des modèles, simulations et prototypes Types de modèles –Concret –Abstrait –Symbolique –Analogique –Déterministe –Probabiliste Modèle doit être le plus simple possible

19 Copyright 2009 Pearson Education Canada 15 - 19 Design Skills: Building Models, Simulations and Prototypes Types of Models –Concrete –Abstract –Symbolic –Analog –Deterministic –Probabilistic Ockhams Razor –Keep the model simple. (continued)

20 Copyright 2009 Pearson Education Canada 15 - 20 Compétences en conception: Construction des modèles, simulations et prototypes Prototypes –Maquette physique de la solution proposée de fonctionnalité suffisante de permettre la mise en essai. Fidélité: Comment le prototype est représentatif de la conception finale.. Fonctionnalité: La capacité du prototype dexécuter les fonctions de la conception finale. –Tôt dans le cycle, on utilise des prototypes de faible fidélité On utilise des matières à faible qualité qui peuvent être facilement changées ou laissée de coté.

21 Copyright 2009 Pearson Education Canada 15 - 21 Design Skills: Building Models, Simulations and Prototypes (continued) Prototypes –Physical mockup of intended solution of sufficient functionality to allow testing. Fidelity: How well prototype represents final design. Functionality: Extent to which prototype can perform basic functions intended in final design. –Low fidelity prototypes are used in early design phases Made of cheap material that can be easily changed or discarded.

22 Copyright 2009 Pearson Education Canada 15 - 22 Systematic Decision-Making Prise de décision systématique Basic Decision-Making –List all possible choices or courses of action. –List factors or criteria that could affect decision. –Compare both lists. Many choices can be removed from list for practicality reasons. –List advantages and disadvantages for each remaining choice. Best decision is choice with most advantages and fewest disadvantages. Notions fondamentales de la prise de décision –Faire une liste de tous les choix possibles. –Faire une liste des critères qui peuvent affecter la décision. –Comparer les deux listes. On peut éliminer plusieurs choix (praticabilité). –Faire une liste des avantages et désavantages des choix qui restent. Meilleur choix est celui avec le plus des avantages et le moins de désavantages.

23 Copyright 2009 Pearson Education Canada 15 - 23 Systematic Decision-Making Prise de décision systématique Computational Decision- Making –Tabular decision-making method finds best choice by maximizing or minimizing a quantitative function. E.g. Engineers are often asked to develop solutions that maximize net profit. Prise de décision algorithmique –Meilleur solution est celle qui maximise ou minimise une fonction E.g. On demande aux ingénieurs de trouver des solutions qui maximise les profits ou qui minimise les coûts.

24 Copyright 2009 Pearson Education Canada 15 - 24 Product Life Cycle Cycle de vie du produit

25 Copyright 2009 Pearson Education Canada 15 - 25 Organizing Effective Design Teams Design is creative as well as social process. –Requires interaction with clients, employers, design team members and product users. –Teamwork required: Much of current technology too complex to be designed by one person. Engineer needs strong skills in –Engineering design, communication, ethics and professionalism, project management, team building, and teamwork.

26 Copyright 2009 Pearson Education Canada 15 - 26 Concurrent Engineering Separate design-cycle activities performed simultaneously by groups under direction of a lead group. –Lead group is responsible for conceptual design, marketing, manufacturing and assembly, packaging, and customer or technical support. –Efficient communication between groups increases likelihood of producing a high- quality product on time and at affordable cost.

27 Copyright 2009 Pearson Education Canada 15 - 27 Effective Teamwork Good teamwork requires: –Clearly defining the teams project goals, –Establishing and performing allocated tasks, –Creating and maintaining a supportive team culture, –Effective planning and time management, –Implementing operating procedures to ensure effective team interactions, –Establishing incentives and rewards for team and individual achievement.

28 Copyright 2009 Pearson Education Canada 15 - 28 Devoirs environmentaux Environmental duties Détermination de la trace de carbone du produit Comprendre l'impact de lutilisation dénergie provenant de différentes sources. Savoir quels produits chimiques et matériaux sont désirables et quels devrait être évité Maximiser le potentiel de recyclage et minimiser le gaspillage Détermination de la trace d'eau fraîche du produit. Determination of carbon footprint of product Understand the impact of different sources of energy Know which chemicals and materials are desirable and which should be avoided Maximize recyclability and minimize waste Determination of fresh water footprint of product.