Reverse engineering is broadly defined as the process of analyzing existing products to learn how to create better products in the future. Including reverse engineering as part of the engineering design process can provide a number of benefits, including a more thorough understanding of existing products, lower cost for the redesign of products, and faster times to market. While reverse engineering can be applied to a wide range of domains, this thesis deals with methodologies for extracting technical data from electro-mechanical products for the purpose of recreating them functionally and dimensionally, to an acceptable level of accuracy. An integrated and evolved reverse engineering methodology is presented. This new methodology is built upon previous work, and results from an effort to integrate all previous methods into the simplest and most useful form. Five novel reverse engineering techniques are introduced to solve problems previously unaddressed in the literature: Bounding Pertinent Geometry, Reassembly by Function, Determining Sample Size, Estimating Production Volume and Accounting for Physical Degradation. Throughout the thesis, a running example of the reverse engineering of the Craftsman Auto Hammer is used to illustrate the application of the evolved methodology. / text

This dissertation is undertaken under the auspices of both the CSIR, Division of Mining Technology and the University of Natal, School of Mechanical Engineering. The CSIR have outlined two fundamental objectives of the dissertation. Firstly, the need for competent design engineers has become increasingly evident. To this end, an evaluation and research into the science of design methodology has been conducted and regarded as a significant component of the thesis. The rationale behind this aim is that the subject of design has been practiced for thousands of years, but an understanding of the process is comparably in its infancy. The importance of the steps involved in the mechanical design process can in no uncertain terms be overemphasized as the adherence there to results in designs that are least likely prone to failure as well as the attainment of highly efficient product design time scales. This is vitally important more especially when the drive towards multifunctional multidisciplinary teams is rapidly developing in the global market place. Secondly, the CSIR, having done the appropriate market research, have defined the need for the design of a timber handling system to be implemented in a deep level mining environment. It is the authors expressed intent not to separate the theory from the design at hand but rather to allow this thesis to become, for the reader, forum where a holistic and integrated approach to design can be presented. / Thesis (M.Sc.)-University of Natal, Durban, 2000.

Esta pesquisa investiga as possibilidades metodológicas do campo do design que possam lidar eficientemente com sistemas complexos que servem de contexto a vários problemas contemporâneos. Entendemos que os problemas propostos à área projetual estão se tornando progressivamente mais complexos, sem que tenha havido uma contrapartida na sofisticação da reflexão dos métodos projetuais. Partimos então de uma pesquisa das correntes metodológicas de projeto -- especificamente da corrente Design Methods anglo-americana, que desde sua criação nos anos 1960 colocou a necessidade de novos métodos para o design contemporâneo -- que pudessem dar conta de novos níveis de complexidade. Num segundo momento, procuramos fundamentação na teoria dos sistemas, a respeito dos fenômenos típicos dos sistemas complexos -- emergência, robustez, grandes eventos --, suas características e desdobramentos para o mapeamento das soluções dos problemas de design. A partir desta fundamentação identificamos estratégias para o tratamento de problemas complexos. Também procuramos analisar e inferir, das várias iniciativas da web colaborativa, os elementos que geram soluções para problemas de grande complexidade. No decorrer da pesquisa foi possível perceber que as iniciativas existentes na web que tratam de problemas complexos se utilizam de certas estratégias que possibilitam abordagens de projeto mais efetivas. Ao final do estudo, procuramos elaborar uma síntese dessas estratégias e lançar sugestões de abordagem que possam ajudar projetistas no enfrentamento dos problemas complexos típicos de nossos tempos. / This research investigates the possibilities of a design methodology that can deal with complex systems that serve as the backdrop to many contemporary problems. We think that the problems posed to design field are becoming increasingly complex, without any correspondent counterpart in the sophistication in design methods. Therefore, we started with a survey in design methodological theories -- specifically the Anglo-American Design Methods movement, which since its creation in the 1960s put the need for new methods to contemporary design -- that could deal with new levels of complexity. As a second step, we seek grounding in systems theory, about the typical complex systems phenomena -- emergence, robustness, major events -- its features and developments for the mapping of solutions of design problems. From this foundation we identified different strategies to solve complex problems. We also seek to analyze and infer, based on the various collaborative web initiatives, the elements that generate solutions to problems of great complexity. During the research it was revealed that existing web initiatives that address complex problems make use of some strategies that enable more effective design approaches. At the end of this work, we sought to develop an overview of these strategies and proposed suggested approaches that can help designers in addressing the complex problems typical of our times.

Submitted by Amanda Silva (amanda.osilva2@ufpe.br) on 2015-03-09T14:33:30Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) dissertacao_lalv.pdf: 3428243 bytes, checksum: 4cfc2cf496677e2d7b64975aee50848d (MD5) / Made available in DSpace on 2015-03-09T14:33:30Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) dissertacao_lalv.pdf: 3428243 bytes, checksum: 4cfc2cf496677e2d7b64975aee50848d (MD5) Previous issue date: 2012 / CAPES; CNPq / Understanding methodology in design as a schematized process composed by a set of steps in order to support problem solving, data mining or search for information activities are commonly performed on an initial step of this process, which can be called as problem exploration. This work focuses on identifying the influences that executing the problem exploration step can cause to the design team, as well to the final developed solutions. To achieve this objective, an initial investigation was performed in order to search for similar studies that could test these influences. After confirming the absence of such researches, an experiment was conducted to test techniques for problem exploration as a way to identify the possible influences of this step within the design process. The experiment was carried out in an undergraduate design class during four months and involved five groups of about six members each, who should develop concepts for problems about they did not have any previous information. Except for the problem exploration step, which could be performed differently, the five groups executed an identical framework of methods for problem solving. All documentation produced by the design teams was evaluated for a selected group of experts. As results for the experiment, it was concluded that the use of such problem exploration techniques gave more confidence to designers when responding to how well informed they were about the problem after confronting it, and although different groups performed distinct procedures as regards the tested step, no difference on the experts’ evaluation for the alternatives could be perceived. This way utilizing problem exploration techniques caused no influences on the final solutions developed.

O computador vem ocupando atualmente um papel de crescente destaque na vida do homem moderno. Nesse contexto, também a área de projeto e, mais particularmente, a do projeto de edifícios, encontram nele uma ferramenta de inestimável valor. Seu atual nível de utilização nesse setor, no entanto, não tem se aproveitado de todo o potencial oferecido. Um dos motivos que justificam tal fato está no desconhecimento, por parte dos projetistas, das reais possibilidades de emprego dos computadores na área do projeto de edifícios. Nesse sentido, o objetivo dessa Dissertação é contribuir para a organização dos conceitos necessários a tais empregos, bem como montar um painel sobre as perspectivas de utilização dessa poderosa ferramenta na área. / The computer is playing an increasing role in the life of the modern man. With this point of view the design and more specifically the building design can make the computer a valuable tool. However, despite the potential of this equipment, it has not been yet properly used. This happens because the designers do not know the actual possibilities of the use of computers for the building designs. This Dissertation aims to organize the concepts related with this possibilities and also to bring out the prospective uses of this power full tool in this area.

No description available.

yes / Interface definition is an essential and integral part of systems engineering. In current practice, interface requirements or control documents are generally used to define systems or subsystems interfaces. One of the challenges with the use of such documents in product development process is the diversity in their types, methodology, contents coverage, and structure across various design levels and across multidisciplinary teams, which often impedes the design process. It is important that interface information is described with appropriate detail and minimal or no ambiguity at each design level. The purpose of this paper is to present an interface analysis template (IAT) as a structured tool and coherent methodology, built upon a critical review of existing literature concepts, with the aim of using and implementing the same template for capturing interface requirements at various levels of design starting from stakeholders' level down to component level analysis. The proposed IAT is illustrated through a desktop case study of an electric pencil sharpener, and two examples of application to automotive systems.

Increased competition and the scarcity of resources has forced recognition of the significant potential of design to increase the effectiveness and efficiency of the resulting product, system, or structure. Moreover, the design process itself is undergoing a metamorphosis. Its largely sequential nature is giving way to greater concurrency and to the consideration earlier of downstream issues such as production, operation, and retirement. A complete engineering design morphology, enhanced by a sound engineering design evaluation methodology, can enable the realization of systems that meet user needs more effectively and efficiently. Isolated groups are researching diverse ways to better integrate design evaluation within the engineering design process. The need is for increased communication between these research groups for mutual benefit. A representative set of design evaluation methodologies is studied and critically reviewed in this thesis. This work is a step towards increased understanding between the different "schools of thought" and a baseline for further research. / Master of Science

This thesis discusses and employs the use of ethnographic approaches to design practices. General arguments concerning the use of ethnography within design research are advanced. Empirical findings, derived from the employment of ethnographic methods to a design studio setting, are used to support specific claims concerning the nature of the design process. A social/collectivist conception of the design process and design practices is offered as an alternative to individualistic/psychological accounts. / M.L. Arch.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2018-05-09T12:45:23Z No. of bitstreams: 1 2010 - Ananias de Oliveira Lima.pdf: 5673141 bytes, checksum: c85c1dd5947492ba2e6f14cf595a0a03 (MD5) / Made available in DSpace on 2018-05-09T12:45:24Z (GMT). No. of bitstreams: 1 2010 - Ananias de Oliveira Lima.pdf: 5673141 bytes, checksum: c85c1dd5947492ba2e6f14cf595a0a03 (MD5) Previous issue date: 2010-02-28 / The objective of this research was to evaluate the effectiveness of methodology of projects in the context of the concepts of physics in the teaching of Soil Science, arousing interest in the scientific research while working as a team, contributing for the education of the student and promoting a meaningful learning. Such research is warranted because the contemporary pedagogical proposals must have a focus on new meaning of education, centered on the idea that education means preparing the individual to meet personal needs and desires of a society in constant transformation. Unfortunately, most schools have established a methodology represented by the traditional lecture, in whose model the teacher conveys to the student the content through the verbal exposition of the subject, exercises of memorization and retention. However, for learning to be meaningful it becomes necessary for one school with previous experience of students, allowing the formulation and solution of problems that encourage the construction of knowledge. The traditional methodology of physics has not met the goal of educating the young for the exercise of technical and scientific activities, being disconnected from the vocational subjects, therefore, does not attract the interest of the student, being unable to stimulate development skills of teamwork. In this sense, it is believed that the teaching-learning process could be enhanced with the implementation of interdisciplinary activities in order to understand concepts in physics laboratory activities in their professional practice. The research was conducted at IFES Campus Santa Teresa with a group of students from the Technical Course on Integrated Agricultural High School, enrolled in physics, consisting of 24 students. Initially, the students participated in educational activities of conceptual physics, and the theme generator design methodology was selected as the objective of developing an interdisciplinary and contextualized, referring to the concepts of soil. Following these concepts were used to carry out laboratory activities using the equipment available for the determination of texture, density, humidity and porosity of the soil samples, which resulted in completing reports. Students planned activities, preparing reports on their group, to determine the density, humidity and porosity of the fields according to the standard reports. Throughout this study, it was observed that the methodology allowed a greater interest by students, demonstrated by enthusiasm during the development of activities. It also promoted a better understanding of the concept of soil and a contextualized view of the behavior of soil water in the face of the texture features and their correlations with the physical quantities such as mass, density, velocity and humidity studied in high school. Project activities also allowed students to experience teamwork, allowing them to interact with equipment and materials, acquiring skills and acquire skills that only work on a project using the methodology. / The objective of this research was to evaluate the effectiveness of methodology of projects in the context of the concepts of physics in the teaching of Soil Science, arousing interest in the scientific research while working as a team, contributing for the education of the student and promoting a meaningful learning. Such research is warranted because the contemporary pedagogical proposals must have a focus on new meaning of education, centered on the idea that education means preparing the individual to meet personal needs and desires of a society in constant transformation. Unfortunately, most schools have established a methodology represented by the traditional lecture, in whose model the teacher conveys to the student the content through the verbal exposition of the subject, exercises of memorization and retention. However, for learning to be meaningful it becomes necessary for one school with previous experience of students, allowing the formulation and solution of problems that encourage the construction of knowledge. The traditional methodology of physics has not met the goal of educating the young for the exercise of technical and scientific activities, being disconnected from the vocational subjects, therefore, does not attract the interest of the student, being unable to stimulate development skills of teamwork. In this sense, it is believed that the teaching-learning process could be enhanced with the implementation of interdisciplinary activities in order to understand concepts in physics laboratory activities in their professional practice. The research was conducted at IFES Campus Santa Teresa with a group of students from the Technical Course on Integrated Agricultural High School, enrolled in physics, consisting of 24 students. Initially, the students participated in educational activities of conceptual physics, and the theme generator design methodology was selected as the objective of developing an interdisciplinary and contextualized, referring to the concepts of soil. Following these concepts were used to carry out laboratory activities using the equipment available for the determination of texture, density, humidity and porosity of the soil samples, which resulted in completing reports. Students planned activities, preparing reports on their group, to determine the density, humidity and porosity of the fields according to the standard reports. Throughout this study, it was observed that the methodology allowed a greater interest by students, demonstrated by enthusiasm during the development of activities. It also promoted a better understanding of the concept of soil and a contextualized view of the behavior of soil water in the face of the texture features and their correlations with the physical quantities such as mass, density, velocity and humidity studied in high school. Project activities also allowed students to experience teamwork, allowing them to interact with equipment and materials, acquiring skills and acquire skills that only work on a project using the methodology. / O objetivo da pesquisa foi avaliar a efic?cia da metodologia de projetos na contextualiza??o dos conceitos de F?sica no ensino da Ci?ncia do Solo, despertando o interesse pela pesquisa cient?fica ao trabalhar em equipe, contribuindo na forma??o integral do aluno e promovendo uma aprendizagem significativa. Tal pesquisa se justifica porque as propostas pedag?gicas contempor?neas precisam ter em foco um novo sentido da educa??o, centrado na id?ia de que educar significa preparar o indiv?duo para responder ?s necessidades pessoais e aos anseios de uma sociedade em constante transforma??o. Infelizmente, na maioria das escolas, vigora a metodologia tradicional representada pela aula expositiva, em cujo modelo o professor passa para o aluno o conte?do, atrav?s da exposi??o verbal da mat?ria, de exerc?cios de memoriza??o e fixa??o. Entretanto, para que a aprendizagem seja significativa torna-se necess?ria uma rela??o escolar com as experi?ncias anteriores dos alunos, permitindo a formula??o e resolu??o de problemas que incentivam a constru??o do saber. No ?mbito da F?sica a metodologia tradicional n?o tem atendido ao objetivo de formar o jovem para o exerc?cio de atividades t?cnicas e cient?ficas, mostrando-se desconectada das disciplinas de forma??o profissional, consequentemente n?o atrai o interesse do estudante, sendo incapaz de estimular o desenvolvimento de habilidades de trabalho em equipe. Neste sentido, acredita-se que o processo ensino-aprendizagem poderia ser aprimorado com a realiza??o de atividades interdisciplinares visando a compreens?o de conceitos de F?sica nas atividades laboratoriais em sua pr?tica profissional. O ensaio experimental foi realizado no IFES Campus Santa Teresa com uma turma de alunos do Curso T?cnico em Agropecu?ria Integrado ao Ensino M?dio, matriculados na disciplina de F?sica, constitu?da por 24 alunos. Inicialmente os alunos participaram de atividades pedag?gicas conceituais de f?sica, sendo que o tema gerador da metodologia de projetos foi selecionado como o intuito de desenvolver um trabalho interdisciplinar e contextualizado, referente aos conceitos de solo. A seguir tais conceitos foram empregados na realiza??o de atividades de laborat?rio empregando os equipamentos dispon?veis para a determina??o da textura, densidade, umidade e porosidade total das amostras de solo, que resultaram no preenchimento de relat?rios. Os alunos planejaram as atividades, elaborando seus relat?rios em grupo para determinar a densidade, a umidade e a porosidade das ?reas experimentais de acordo com o padr?o de relat?rios. Ao longo da pesquisa foi poss?vel perceber que a metodologia utilizada possibilitou maior interesse dos alunos, demonstrado pelo entusiasmo pelas atividades desenvolvidas. Tamb?m promoveu um melhor entendimento do conceito de solo e uma vis?o contextualizada do comportamento da ?gua no solo em face das caracter?sticas da textura e de suas correla??es com as grandezas f?sicas como massa, densidade, velocidade e umidade estudadas no Ensino M?dio. As atividades do projeto ainda possibilitaram aos alunos a viv?ncia do trabalho em equipe, permitindo que eles interagissem com equipamentos e materiais, adquirindo habilidades e compet?ncias que somente adquiririam em um trabalho utilizando a metodologia de projetos. / O objetivo da pesquisa foi avaliar a efic?cia da metodologia de projetos na contextualiza??o dos conceitos de F?sica no ensino da Ci?ncia do Solo, despertando o interesse pela pesquisa cient?fica ao trabalhar em equipe, contribuindo na forma??o integral do aluno e promovendo uma aprendizagem significativa. Tal pesquisa se justifica porque as propostas pedag?gicas contempor?neas precisam ter em foco um novo sentido da educa??o, centrado na id?ia de que educar significa preparar o indiv?duo para responder ?s necessidades pessoais e aos anseios de uma sociedade em constante transforma??o. Infelizmente, na maioria das escolas, vigora a metodologia tradicional representada pela aula expositiva, em cujo modelo o professor passa para o aluno o conte?do, atrav?s da exposi??o verbal da mat?ria, de exerc?cios de memoriza??o e fixa??o. Entretanto, para que a aprendizagem seja significativa torna-se necess?ria uma rela??o escolar com as experi?ncias anteriores dos alunos, permitindo a formula??o e resolu??o de problemas que incentivam a constru??o do saber. No ?mbito da F?sica a metodologia tradicional n?o tem atendido ao objetivo de formar o jovem para o exerc?cio de atividades t?cnicas e cient?ficas, mostrando-se desconectada das disciplinas de forma??o profissional, consequentemente n?o atrai o interesse do estudante, sendo incapaz de estimular o desenvolvimento de habilidades de trabalho em equipe. Neste sentido, acredita-se que o processo ensino-aprendizagem poderia ser aprimorado com a realiza??o de atividades interdisciplinares visando a compreens?o de conceitos de F?sica nas atividades laboratoriais em sua pr?tica profissional. O ensaio experimental foi realizado no IFES Campus Santa Teresa com uma turma de alunos do Curso T?cnico em Agropecu?ria Integrado ao Ensino M?dio, matriculados na disciplina de F?sica, constitu?da por 24 alunos. Inicialmente os alunos participaram de atividades pedag?gicas conceituais de f?sica, sendo que o tema gerador da metodologia de projetos foi selecionado como o intuito de desenvolver um trabalho interdisciplinar e contextualizado, referente aos conceitos de solo. A seguir tais conceitos foram empregados na realiza??o de atividades de laborat?rio empregando os equipamentos dispon?veis para a determina??o da textura, densidade, umidade e porosidade total das amostras de solo, que resultaram no preenchimento de relat?rios. Os alunos planejaram as atividades, elaborando seus relat?rios em grupo para determinar a densidade, a umidade e a porosidade das ?reas experimentais de acordo com o padr?o de relat?rios. Ao longo da pesquisa foi poss?vel perceber que a metodologia utilizada possibilitou maior interesse dos alunos, demonstrado pelo entusiasmo pelas atividades desenvolvidas. Tamb?m promoveu um melhor entendimento do conceito de solo e uma vis?o contextualizada do comportamento da ?gua no solo em face das caracter?sticas da textura e de suas correla??es com as grandezas f?sicas como massa, densidade, velocidade e umidade estudadas no Ensino M?dio. As atividades do projeto ainda possibilitaram aos alunos a viv?ncia do trabalho em equipe, permitindo que eles interagissem com equipamentos e materiais, adquirindo habilidades e compet?ncias que somente adquiririam em um trabalho utilizando a metodologia de projetos.