Republic of the Philippines

Laguna State Polytechnic University

Province of Laguna

College of Engineering

Bachelor of Science in Computer Engineering

Compilation of Lectures and Assignments in CPE 1

(Computer Engineering as a Discipline)

Submitted by:

BS CpE 1-B

A.Y. 2018-2019
Lesson 1: CpE 1 as a Discipline

I. VISION: The Laguna State Polytechnic University is a center of sustainable development initiatives
transforming lives and communities
II. MISSION: LSPU provides quality education through responsive instruction, distinctive research, and
sustainable extension and production services for improved quality of life.
III. QUALITY POLICY: We, at LSPU are committed with continual improvement to provide quality, efficient and
effective services to the university stakeholders’ highest level of satisfaction through a dynamic and
excellent management system imbued with utmost integrity, professionalism and innovation

Title Computer Engineering as a Discipline

Description
Course Code
Credit Units/Hrs. per week
Prerequisites/Co-requisites
This course discusses the curriculum for Computer Engineering as well as
how to prepare students for success through engineering design process,
ethical decision-making, teamwork, and communicating to diverse
audiences.
CPE 1
1 unit/ 1 hour lecture
None

IV. COLLEGE GOALS:

1. To produce engineers who are able to understand the impact of engineering solutions in global/social
context, knowledge of contemporary issues, able to communicate effectively and be involved in community
of social projects and who are ethically responsible.
2. To conduct innovative and creative research that would contribute to economic development.
3. To participate in community activities that will serve as avenues for applying knowledge in engineering for
the benefit of the community.

V. PROGRAM GOALS

1. To produce globally competitive Computer Engineers with proper values, knowledge, and skills.
2. To produce valuable research outputs and community/extension services for sustainable development;
and
3. To produce linkages with industry and other institutions, both local and foreign.

VI. INSTITUTIONAL OUTCOMES

1. Graduates of professional institution must demonstrate a service orientation in one’s profession,
2. Graduates of colleges must participate in various types of employment, development activities, and public
discourses, particularly in response to the needs of the communities one serves,
3. Graduates of the universities must participate in the generation of new knowledge or in research and
development projects
4. Graduates of State Universities and Colleges must, in addition, have the competencies to support
“national, regional and local development plans.” (RA 7722).
5. Graduates of higher educational institutions must preserve and promote the Filipino historical and cultural
heritage.

VII. PROGRAM EDUCATIONAL OBJECTIVES

Program Educational
LSPU MISSION
Objectives
After 3-5 years, the
graduates of
Instruction Research Extension Production Quality Management
Computer Engineering
Program shall:
 1. Engage in √ √ √ √
teaching Computer
Engineering subjects
for HEI
2. Be fully equipped √ √ √ √
with the knowledge
and skills in computer
hardware and
software design
engineering
3. Own and/or √ √ √ √
manage CpE-based
business enterprises
4. Hold leadership √ √ √ √ √
role in research and
development, training
and extension work,
and consultancy
services on computer
hardware and
software engineering
facilities/services,
systems and
technologies
5. Pursue advanced √ √ √ √ √
studies in CpE and
emerging related
fields

VIII. PROGRAM OUTCOMES VS. PROGRAM EDUCATIONAL OBJECTIVES

Program Outcomes Program Educational Objectives

By the time of graduation, the
students of the program shall be 1 2 3 4 5
able to:
a. apply knowledge of √ √ √ √ √
mathematics, sciences, and
engineering sciences to the
practice of computer
engineering.
b. design and conduct √ √ √ √ √
experiments as well as analyze
and interpret data.
c. design a system to meet √ √ √ √ √
desired needs.
d. work effectively in multi- √ √
disciplinary and multi-cultural
teams.
e. identify, formulate, and solve √ √ √
computer engineering
problems.
f. understanding of professional √ √
and ethical responsibility.
g. communicate effectively in √ √ √
verbal and non-verbal
communication.
 h. understand impact of √ √ √ √ √
engineering solutions in a
global/societal context.
i. engage in life-long learning √ √ √ √
and to keep current of the
development in a specific field
of specialization.
j. have knowledge of √ √ √ √
contemporary issues.
k. use appropriate techniques, √ √ √ √ √
skills, and modern tools
necessary for computer
engineering practice to be
locally and globally competitive.
l. have knowledge and √ √ √
understanding of engineering
and management principles as a
member and leader in a team,
to manage projects and in
multidisciplinary environments.

IX. COURSE OUTCOMES AND RELATIONSHIP TO PROGRAM OUTCOMES

PROGRAM OUTCOMES
COURSE OUTCOMES
a b c d e f g h i J k l
CO1 Understand the fundamentals
and skills required in different fields I I I I I I
of engineering professions.
CO2 Learn the different careers in
the fields of engineering I I I I I
professions.
CO3 Learn the importance of
I I I
ethics in profession.
Note: I – Introductory E – Enabling D - Demonstrative

X. LEARNING PLAN
TEACHING
WEEK COURSE OUTCOMES TOPICS LEARNING ASSESSMENT TOOL
ACTIVITY
Orientation and Classroom
1 Management
VMGO Dissemination
Class Discussion
Research Recitation
2 CO1 CpE Curriculum
Class- Quiz/Exam
Presentation
Class Discussion
Introduction to the Engineering Research Recitation
3-5 CO1 CO2
Profession Class- Quiz/Exam
Presentation
Class Discussion
Preparing for an Engineering Recitation
6-8 CO1 CO2 Research
Career Quiz/Exam
Class-
 Presentation
9 MIDTERM EXAMINATION
Class Discussion
10 – Research Recitation
CO1 CO2 Introduction to Engineering Design
11 Class- Quiz/Exam
Presentation
Class Discussion
12 – Research Recitation
CO1 CO2 Engineering Communication
14 Class- Quiz/Exam
Presentation
Class Discussion
15 - Research Recitation
CO3 Engineering Ethics
17 Class- Quiz/Exam
Presentation
18 FINAL EXAMINATION

XI. LABORATORY PLAN

Week ASSESSMENT
COURSE OUTCOMES TOPICS ACTIVITIES
# TOOL
N/A N/A N/A N/A
N/A N/A N/A N/A
N/A N/A N/A N/A
N/A N/A N/A N/A

XII. COURSE REQUIREMENTS

As per standard grading system, we’ll be using base-50 for our grading system; the student shall attain at
least 50% of the total items to have a passing mark in an examination, exercise or any activity
For Attendance:
 A student is given a 5-minute grace period.
 Checking of attendance shall be done after the grace period.
 A student who came after the checking of the attendance is considered late.
 A student who came 15 minutes after the scheduled time will be marked absent. He / She may still attend
the class but is not allowed to take the activity on that day.
 Three times of tardiness shall be considered one absence.
 A student who committed two consecutive absences must present a medical certificate or a letter from
his/her parents or guardians stating the reason of his/her absence before he/she will be admitted to the
class.
 A student who committed 20% absences of the total number of meeting shall be dropped from the class
automatically.
Other Provisions
 Aside from academic deficiency, here are the other grounds for failing grade:
 Grave misconduct
 Cheating during examinations
 Failure to submit/present the final project may be a ground for having INC grade, which the student will
only need to complete the final project and secure completion form from the registrar’s office and the
computed grade, including the grade for the final project shall be given to the student.
 The professor or instructor may also require an oral defense or formal presentation of the final project.
 All laboratory activities shall be performed only during the laboratory schedule and the laboratory report
is required to be passed until a week at most after the corresponding laboratory activity. Late submission
will have deduction of 5 points from the total score of the student.
 Once approved, each student shall receive a copy of this course syllabus either hard copy or scanned soft
copy which the professor or instructor may upload on the internet for everyone’s access.
  The professor may conduct an emergency class or remedial classes if and only if when the need arises
due to class disturbances as discussed in the student handbook.
 All policies and guidelines stipulated in the LSPU Student handbook should be observed as part of
classroom management and policies

XIII. GRADING SYSTEM

Rating
Lecture (100%)
1.) Major Examination - 40% Range Grade
99-100 1.00
96-98 1.25
2.) Quizzes - 30%
93-95 1.50
90-92 1.75
3.) Attendance - 10% 87-89 2.00
84-86 2.25
81-83 2.50
4.) Class Participation - 20%
78-80 2.75
(seatwork/assignment/research/recitation) 100% 75-77 3.00
*For Major Exams and Quizzes, Equivalent Grade 70-74 4.00
= (Raw Score/Total No. of Items) x 50 + 50 50-69 5.00

Laboratory (0%)

1.) Laboratory Reports/Plates - __%

2.) ____________________ - __%
3.) ____________________ - __%
4.) ____________________ - __%

100%
*Laboratory Activities include but is not limited to reports,
plates, project, attendance, practical exam, workbook, write-ups.

Term Grade = (Lecture Grade x __% ) + (Laboratory Grade x __% )

Semestral Grade = (Midterm Grade + Final Term Grade) / 2

XIV. SUGGESTED LEARNING RESOURCES

Engineering Fundamentals: An Introduction to Engineering 3rd Edition

by : Saeed Moaveni

CHED Memorandum Order 87 series of 2017

Ethics in Information Technology Second Edition

By: George W. Reynolds 2009

XV. PERSON WHO CAN TEACH

A. RICHARD N. MANGAY
B. BRENT V. DITA
 Prepared Conformed: Approved: Effectivity Date of Last Revision
by: Date:
Zenaida O. Vitasa, Ed. D. Engr. Mary Erlyn L. Eroles June 2018
Richard N.
Mangay
Faculty: CIDQA Dean / Assoc. Dean

Lesson 2: CHED Memorandum Order

CHED MEMORANDUM ORDER

No. 87

Series of 2017

SUBJECT: POLICIES, STANDARDS AND GUIDELINES FOR THE BACHELOR OF SCIENCE IN COMPUTER ENGINEERING
(BSCpE) EFFECTIVE (AY) 2018-2019

In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise known as the “Higher
Education Act of 1994,” in pursuance of an outcomes-based quality assurance system as advocated under CMO 46 s.
2012 (Policy-Standar to Enhance Quality Assurance (QA) in Philippine Higher Education through an Outcomes-Based
and typology-Based Quality Assurance) , and as addendum to CMO 37, s. 2012 (Establishment of an Outcomes-Based
Educational System in Higher Education Institutions offering Engineering Programs) , and by virtue of Commission en
banc Resolution No. 788-2017 dated October 24, 2017 the following Policies, Standards and Guidelines (PSG) are
hereby adopted and promulgated by the Commission.

ARTICLE I

INTRODUCTION

Section 1. Rationale

Based on the Guidelines for the Implementation of CMO No. 46 series of 2012 and CMO 37 s. 2012,
this PSG implements shift to outcomes based education leading to competency based standards. It specifies the
“core competencies” expected of BS Computer Engineering graduates “regardless of the type of Higher Education
Institutions (HEI) they graduate from. “ However, in recognition of outcomes-based education (OBE) and the
typology of HEIs, this PSG also provide ample space for HEIs to innovate in the curriculum in line with the assessment
of how best to achieve learning outcomes in their particular contexts and their respective missions.

ARTICLE II

AUTHORITY TO OPERATE

Section 2. Government Recognition

All private higher education institutions (PHEIs) intending to offer BS Computer Engineering must
first secure proper authority from the Commision in accordance with this PSG. All PHEIs with an existing BS
Computer Engineering program are required to shift to an outcomes-based approach based on CMO 37, s. 2012 and
guided by this PSG. State universities and colleges (SUCs), and local universities.
 ARTICLE III
GENERAL PROVISIONS

Per Section 13 of RA 7722, the higher education institution shall exercise academic freedom in its curricular offerings
but must comply with the minimum requirements for specific academic programs, the general education distribution
requirements and the specific professional courses.

Section 3. Minimum Standards

The article that follow give minimum standards and other requirements and guidelines. The minimum standards are
expresses as a minimum set of desired program outcomes which are given in Article IV Section 6. CHED designed a
curriculum to attain such outcomes. This curriculum is shown in Article V Section 10 and 11 as sample curriculum.
The number of units of this curriculum is here prescribed as the “minimum unit requirement” under Section 13 of RA
7722. To assure alignment of the curriculum with the program outcomes, this PSG provides a sample curriculum map
in Article V Section 12 for the HEI to refer to in compliance with the implementing guidelines of CMO 37, s.2012.

Using a learner-centered/outcomes-based approach, CHED provided a description of Outcomes-Based Teaching and

Learning delivery method in Article V section 13. A sample course syllabus is also given in Article V Section 14 as
support to the outcomes-based delivery method. Based on the curriculum and the means of its delivery, CHED
determines the physical resource requirements for the library, laboratories and other facilities and the human
resource requirements in terms of Administration and faculty. These are provided for in Article VI.

Section 4. Curriculum Design

The HEIs are allowed to design curricula suited their own contexts and missions provided that they can demonstrate
that the same leads to the attainment of the required minimum set of outcomes, albeit by a different route. In the
same vein, they have latitude in terms of curriculum delivery and in terms of specification and deployment of human
physical resources as long as they can show that the attainment of the program outcomes and satisfaction of
program educational objectives can be assured by the alternative means they propose.

The HEIs can be use the CHED Implementation Handbook for Outcomes-Based Education (OBE) and the
Institutional Sustainability Assessment (ISA) as a guide in making their submissions for Section 19 to 24 of Article
VII.

ARTICLE IV
PROGRAM SPECIFICATIONS

Sec. 5 Program Description

5.1 Degree Name

Graduates of the program shall be given the Degree of Bachelor of Science in Computer Engineering (BSCpE).

5.2 Nature of the Field of Study

The Bachelor of Science in Computer Engineering (BSCpE) is a program that embodies the science and technology of
design, development, implementation, maintenance and integration of software and hardware components in
modern computing systems and computer-controlled equipment.
5.3 Characteristics of Computer Engineering Graduates

With the ubiquity of computers, computer-based systems and networks in the world today, computer engineers
must be versatile in the knowledge drawn from standard topics in computer science and electrical engineering as
well as the foundations in mathematics and sciences. Because of the rapid pace of change in the computing field,
computer engineers must be life-long learners to maintain their knowledge and skills within their chosen discipline.
An important distinction should be made between computer engineers, electrical engineers, other computer
professionals, and engineering technologists. While such distinctions are sometimes ambiguous, computer engineers
generally should satisfy the following three characteristics.

1. Possess the ability to design computers, computer-based systems and networks that include both hardware and
software and their integration to solve novel engineering problems, subject to trade-offs involving a set of
competing goals and constraints. In this context, “design” refers to a level of ability beyond “assembling” or
“configuring” systems.

2. Have a breadth of knowledge in mathematics and engineering sciences, associated with the broader scope of
engineering and

3. Acquire and maintain a preparation for professional practice in engineering

5.4 Program Educational Objectives

Program Educational Objectives (PEOs) are broad statements that described the career and professional
accomplishments that the program is preparing graduates to achieve with 3-5 years from the graduation. PEOs are
based on the needs of the program’s constituencies and these shall be determined, articulated and disseminated to
the general public by the unit or department of the HEI offering the BSCpE program. The PEOs should also be
assessed and evaluated periodically for continuing improvement.
5.5 Knowledge Areas
The knowledge areas include the following but not limited to:
a) Circuits and Electronics
b) Computing Algorithms
c) Computer Architecture and Organization
d) Digital Design
e) Embedded Systems
f) Computer Networks
g) Professional Practice
h) Information Security
i) Signal Processing
j) Systems and Project Engineering
k) Software Design
l) Occupational Health and Safety
m) Technopreneurship

5.6 Allied Programs

The allied programs of the BSCpE programs are the following

a) Electrical Engineering
b) Electronics Engineering
c) Software Engineering
d) Computer Science
e) Information Technology

These programs are those that may be considered as equivalent to the program for the purpose of determining
faculty qualifications to handle allied and related courses to the program.

Higher Education Development Center Building, C.P. Garcia Ave., UP Campus, Diliman, Quezon City, Philippines Web
site: www.ched.gov.ph Tel. Nos. 441-1177, 385-4391, 441-1169, 441-1149, 441-1170, 441-1216, 392-5296, 441-
1220, 441-1228, 988-0002, 441-0750, 441-1254, 441-1235, 441-1255, 411-8910, 441-1171, 352-1871

Lesson 3: Introduction to Engineering Profession

Engineering Misconception―I

From: http://www.mos.org/eie/pdf/research/Pipeline_EiE_evaluation_0405_final.pdf

Engineering Misconception―II

Which of these things are examples of technology?

How do you know something is technology?

From: http://www.ciese.org/eofnj/docs/ResearchEiE.pdf

Engineering Misconception―III

Engineering Misconception―IV
Engineering Misconception―V

Engineering Misconception―VI

Engineering Misconception―VII
 Engineering Misconception―VIII

Trade Profession

Science v/s Engineering

 Science
o Investigation, understanding, and discovery of nature, its composition, and its behavior (i.e.,
“laws of nature”
o Why
o Build (experiments, tools, devices, etc.) to learn
 Engineering:
o Manipulating the forces of nature to advance humanity
o How
o Learn to build (products and services useful for humans).

What is Engineering―I

 Engineering: Latin root, ingeniere, to design or to devise

 Engineering is design under constraint
device, component, subsystem, system such as
 What is Engineering―II

• Successful engineering design improves quality of life while working within technical, economic,
business, societal, and ethical constraints.
• Technology: Outcome of engineering.

Engineering Defined―I

• Profession in which knowledge of math and natural sciences, gained by study, experience, and
practice, is applied with judgment to develop ways to use, economically, the materials and forces of
nature for the benefit of mankind.

– Accreditation Board for Engineering and Technology (ABET)

Engineering Defined―II

 Profession
 Math and natural science
 Knowledge acquired by study, experience and professional practice
 Knowledge with applied judgment
 Attention must be paid with constraints (economic, material, forces of nature)
 Benefit of mankind
 Not based solely on trial, error, intuition

Mechanical Engineering

Machinery, Production, Manufacturing

Machines & Mechanism Manufacturing

Mechanical Engineering

Analysis & Design

 Aerodynamic Design of Vehicles Compute Aided Analysis & Design

Mechanical Engineering

Energy

Wind Energy Fuel Cell

Air & Space

UAV Space Shuttle

 Systems

Utilities Robotics

Civil Engineering

Analysis & Design

Foundation Structural Analysis

Construction

Environmental
 Systems

Transportation Utilities

Electrical Engineering

Electricity

Electrical & Electronic Circuits

 Motors & Generators

Motor

Generator

Instruments

Radar

Communication & Networks

 Engineering Majors

 Aerospace • Industrial

 Agricultural • Manufacturing

 Architectural • Materials

 Bioengineering • Mechanical

 Biochemical • Mechatronics

 Biomedical • Metallurgical

 Ceramic • Mining

 Chemical • Naval

 Civil • Nuclear

 Computer • Petroleum

 Construction • Software

 Cryogenic • Structural

 Electrical • Systems

 Electronic • Textile

 Environmental • Tissue

What Engineers Do―I

 Research: Advance field

 Development: Lab to market
 Testing: Verify integrity, reliability, quality
 Design: Develop specs for manufacturing, construction, etc.
 Analysis: Use math models to aid in R&D
 Systems: Integrate components to produce
 functioning product Manufacturing: Develop plants and process to make products
 Construction: Build

What Engineers Do―II

 Facility/Plant Operation
 Maintenance
 Technical Support
 Customer Support
 Sales
 Consulting
 Management
  Others

Why Engineering in K-12

 Real-world engineering applications and examples concretize complex math and science concepts
 Students are engaged in experiential learning
 Students’ creativity is challenged, developed, and enhanced
 Students’ soft skills in communication and team-work are developed
 Students are better equipped for college-level work and can become active participants in an increasingly
technological society

Lesson 4: Preparing for an Engineering Career

Four Stages of Preparing for an Engineering Career

Protractor and ruler laying on top of sketches from an engineering class. Every engineering student will have a
different experience in their career exploration during their time at CU Boulder. We know it can be tough to
navigate, so we've prepared some guidelines to help you along the way.

Step One: Get Started.

 Create a profile in Handshake.

 Meet with a career development advisor to set goals and develop a career plan.
 Identify your interests, abilities, and personality.
 Explore majors, industries, and companies within the STEM field.
 Develop a summer plan to gain experiences, i.e. join at least one engineering/technical student organization
or society; initiate your own independent project; volunteer; intern; etc.
 Create a resume and LinkedIn profile.

Step Two: Explore Opportunities.

 Meet with a career development advisor to develop a strategic internship search based on industry
recruitment cycles. (Hint: start early!)
 Understand and practice informational interviewing and networking.
 Attend career events, i.e. career fairs, Show & Tech sessions, workshops, etc.
 Gain leadership experience by taking on more responsibilities in your student organization or extracurricular
activity.
 Review and revise your resume. Develop a cover letter, targeting specific internship opportunities.
 Upload application materials to Handshake and make your profile viewable to employers.
 Consider enrolling in COEN 2500 Industry 101: Technical Career & Professional Development.
 Check with your department about major-specific career courses, requirements, or enrichment programs.

Step Three: Gain Experience.

 Attend career fairs and other recruiting opportunities, i.e. Show & Techs, on campus.
 Research companies, learn their recruitment cycle and target your internship search.
 Consistently apply for internships until you have an offer.
 Meet with a career development advisor to learn about interviewing skills and/or networking.
 Schedule a mock interview appointment with a career development advisor.
  Actively participate in professional organizations and associations.

Lesson 5: Introduction to Engineering Design

Unit 1: Design Process

Lesson 1.1: Introduction to a Design Process

1. There are many design processes that guide professionals in developing solutions to problems.

2. A design process most used by engineers includes defining a problem, brainstorming, researching,

identifying requirements, exploring possibilities, selecting an approach, developing a design proposal,

making a model or prototype, testing, refining, making, and communicating skills.

3. Design teams use brainstorming techniques to generate large numbers of ideas in short time periods.

4. Engineers conduct research to develop their knowledge base, stimulate creative ideas, and make informed

decisions

5. A designer uses an engineer’s notebook to chronologically document all aspects of a design project

Lesson 1.2: Introduction to Technical Sketching and Drawing:

1. Engineers create sketches to quickly record, communicate, and investigate ideas.

2. Pictorials and tonal shading techniques are used in combination to give sketched objects a realistic look.

3. Designers use isometric, oblique, perspective, and Multiview sketching to maintain an object’s visual

proportions.

4. A Multiview projection is the most common method of communicating the shape and size of an object that

is intended for manufacture.

Lesson 1.3: Measurement and Statistics:

1. Measurement systems were developed out of the need for standardization.

2. Engineers apply dimensions to drawing to communicate size information.

3. Manufactured parts are often created in different countries, where dimensional values are often converted

from one standard unit to another.

4. The amount of variation that can be measured depends on the precision of the measuring tool.

5. Statistical analysis of measurements can help to verify the quality of a design or process.
 6. Engineers use graphics to communicate patterns in recorded data.

Lesson 1.4: Puzzle Cube:

1. Three-dimensional forms are derived from two-dimensional shapes.

2. The results of the design process are commonly displayed as a physical model.

3. Engineers develop models to communicate and evaluate possible solutions

4. Geometric and numeric constraints are used to define the shape and size of objects in Computer Aided

Design (CAD) modeling systems.

5. Engineers use CAD modeling systems to quickly generate and annotate working drawings.

6. Packaging not only protects a product, but contributes to that product’s commercial success.

Unit 2: Design Exercises

Lesson 2.1: Geometric Shapes and Solids:

1. Geometric shapes describe the two or three dimensional contours that characterize an object.

2. The properties of volume and surface area are common to all designed objects and provide useful

information to the engineer.

3. CAD systems are used to increase productivity and reduce design costs.

4. Solid CAD models are result of both additive and subtractive processes.

Lesson 2.2: Dimensions and Tolerances:

1. Working drawing should contain only the dimensions that are necessary to build and inspect an object.

2. Object features require specialized dimension and symbols to communicate technical information, such as

size.

3. There is always a degree of variation between the actual manufactured object and its dimensioned drawing.

4. Engineers specify tolerances to indicate the amount of dimensional variation that may occur without

adversely affecting an object’s function.

5. Tolerances for mating part features are determined by the type of fit.

Lesson 2.3: Advanced Modeling Skills:

 1. Solid modeling programs allow the designer to create quality designs for production in far less time than

traditional design methods.

2. Engineers use CAD models, assemblies, and animations to check for design problems, verify the functional

qualities of a design, and communicate information to other professionals and clients.

3. Auxiliary views allow the engineer to communicate information about an object’s inclined surfaces that

appear foreshortened in basic Multiview drawing.

4. Designers use sectional views to communicate an object’s interior features that may be difficult to visualize

form the outside.

5. As individual objects are assembled together, their degrees of freedom are systematically removed.

6. Engineers create mathematical formulas to establish geometric and functional relationships within their

designs.

7. A title block provides the engineer and manufacturer with important information about an object and its

creator.

8. A parts list and balloons are used to identify individual components in an assembly drawing.

Lesson 2.4: Advanced Designs:

1. Design solutions can be created as an individual or in teams.

2. Engineers use design briefs to explain the problem, identify solution expectations, and establish project

constraints.

3. Teamwork requires constant communication to achieve the goal at hand.

4. Engineers conduct research to develop their knowledge base, stimulate creative ideas, and make informed

decisions.

5. Engineers use a design process to create solution to existing problems.

6. Engineers use CAD modeling systems to quickly generate and annotate working drawings.

7. Fluid power concepts could be used to enhance design solutions.

Unit 3: Reverse Engineering

Lesson 3.1: Visual analysis

 1. Visual design principles and elements constitute an aesthetic vocabulary that is used to describe any object

independent of its formal title, structural, and functional qualities.

2. Tangible design elements are manipulated according to conceptual design principles.

3. Aesthetic appeal results from the interplay between design principles and elements.

4. Though distinctly different, a design’s visual characteristics are influenced by its structural and functional

requirements.

5. Visual appeal influences a design’s commercial success.

6. Graphic designers are concerned with developing visual messages that make people in a target audience

respond in a predictable and favorable manner.

Lesson 3.2: Functional Analysis:

1. Mechanisms use simple machines to move loads through the input of applied effort forces.

2. Engineers perform reverse engineering on products to study their visual, functional, and structural qualities.

3. Through observation and analysis, a product’s function can be divided into a sequence of operations.

4. Products operate as systems, with identifiable and outputs.

Lesson 3.3: Structural Analysis

1. Objects are held together by means of joinery, fasteners, or adhesives.

2. Precision measurement tools and techniques are used to accurately record an object’s geometry.

3. Operational conditions, material properties , and manufacturing methods help engineers determine the

material makeup of a design.

4. Engineers use reference sources and computer-aided design (CAD) systems to calculate the mass properties

of designed objects.

Lesson 3.4: Product Improvement By Design:

1. Engineers analyze designs to identify shortcomings and opportunities for innovation.

2. Design teams use brainstorming techniques to generate large numbers of ideas in short time periods.

3. Engineers use decision matrices to help make design and decisions that are based on analysis and logic.
 4. Engineers spend a great deal of time writing technical reports to explain project information to various

audiences.

Unit 4: Open-Ended Design Problems

Lesson 4.1: Engineering Design Ethics:

1. The material of a product, how the material the material is prepared for use, its durability, and ease of

recycling all impact a product’s design, marketability, and life expectancy.

2. All products made, regardless of material type, may have both positive and negative impacts.

3. In addition to economics and resources, manufacturers must consider human and global impacts of various

manufacturing process options.

4. Laws and guidelines have been established to protect humans and the global environment.

5. A conscious effort by product designers and engineers to investigate the recyclable uses of materials will

play a vital role in the future of landfills and the environment.

Lesson 4.2: Design Teams:

1. Teams of people can accomplish more than one individual working alone.

2. Design teams establish group norms through brainstorming and consensus to regulate proper and

acceptable behavior by and between team members.

3. Engineers develop Gantt charts to plan, manage, and control a design team’s action on projects that have

definite beginning and end dates.

4. Virtual teams rely on communication other than face-to-face contact to work effectively to solve problems.

5. Each team member’s strengths are support mechanism for the other team member’s weaknesses.

6. Conflict between team members is a normal occurrence, and can be addressed using formal conflict

resolution strategies.