Engineering Design – Functional Decomposition

I am working with an engineering team right now to develop a machine. We are at the Functional Decomposition phase where we are systematically examining the needed workstation functionality. I will have to relate the specific experiences some time but for now, I would like to share, for new followers, an example story of this phase. Please enjoy this short short story.

“Aaron, I can’t wait to show you what I’ve done.”

“Who is this?” Aaron spoke into the phone.

“It’s Ray. I can’t wait to show you the Functional Decomposition.”

“The what?”

“The Functional Decomposition, you know, for the machine. I was so excited about the project I did it over the weekend. I hope you don’t mind.”

“Sounds great.” Aaron said. “Gee, thanks. Let’s have you go first on the agenda at our meeting tomorrow morning.”

“Okay, I’ll see you then. Eight o’clock sharp.” Aaron said.

“Was that really Ray?” Aaron thought. “That will be a first if he’s on time.”

Aaron arrived early to get the room ready but Ray beat him to it. All four team members were on time ready to go. Ray was bouncing with excitement so Aaron made no delay.

Ray began, “I started by thinking through the sequence our machine will need to go through. Then I wrote the sequence steps from the perspective of the machine.”

“The machine doesn’t have a perspective,” Bryce said.

The door opened and in walked Wesley, the chief engineer. “Hey, could you use an extra team member today?”

Ray made a fist with his right hand, thrust it forward a little and under his breath cheered, “Yes!”

“You bet,” Aaron said. “We appreciate any ideas you have. It seems that Ray was doing some deep thinking over the weekend.”

“Great,” Wesley responded. “Please keep going.”

Bryce repeated to Ray, “You make the machine sound like it can think.”

“Well, it will have a computer or programmable controller, so I guess you could say it can think. Look at it this way, the controller doesn’t know anything except what it senses by way of inputs like sensors and switches.”

“That’s right,” Kate said. “We learned all about that in my automation class. Controllers have inputs and outputs, or I/O for short.”

Ray continued, “The inputs will allow the controller to know the state of the machine so it can take action steps and perform functions or outputs. Here are the actions, and then I will show you what I recommend for functions.”

“Boy I’m glad he’s on our team,” Aaron thought. “I hope Kate doesn’t mind Ray working in her territory.”

Ray moved to the whiteboard. “First the machine needs to ‘Receive and Retain two cutters.”

“Wait a minute,” Bryce interrupted. “The specification says ‘one or more cutters.”

“I know, but for discussion purposes, let’s suppose the number of cutters is two. I noticed the other day that many of their batches are done in twos. This assumption will let us move forward in Functional Decomposition. Next, the machine needs to wait for and ‘Receive a Start indication’ from the operator.”

“Two start indications.” Kate reminded.

Ray continued step by step writing the generic machine sequence on the left side of the board, explaining his thoughts whenever a question was asked. Wesley added a little here and there, but generally sat in his chair nodding his head with a proud smile.

“Here are the steps of a machine cycle from beginning to end.”

  1. Receive and Retain two cutters
  2. Receive Start indications
  3. Detect operator safety clearance
  4. Move first cutter into position for blasting
  5. Seal enclosure
  6. Start blasting and blasting timer
  7. Wait for timer to expire
  8. Stop blasting
  9. Move second cutter into position for blasting
  10. (Repeat 6-8)
  11. Open enclosure
  12. Move cutters to pickup position
  13. Release cutters
  14. Reset all elements of the machine

“I’ve looked over this list several times and have decomposed the basic machine functions as follows.” Ray looked hopeful toward his bright-eyed team mates as he began writing on the right side of the board. “Essentially, we need to design a machine that will do these things.”

  1. Receive and Retain Two Cutters
  2. Move Cutters to Multiple Positions
  3. Provide a Containment Environment that can be opened
  4. Perform directed SiC (Silicon Carbide) Blasting and SiC recovery
  5. Provide operator Interface with Start, Stop, and Options Selection
  6. Provide Control System with Controller, Electrical, and Software
  7. Provide Machine Structure, Cabinet, misc

“Well,” Aaron said, “I think this looks pretty great. Thanks Ray. What made you think of this anyway?”

“Oh,” Ray looked over at Wesley who remained silent. “I was working on my motorcycle Saturday and I got to thinking about it’s different parts, and I started thinking about the functions each part or assembly performs. Like, the brake handles, cables, and calipers perform the stopping function, the motor and throttle perform the acceleration function, the wheels, bearings and tires perform the rolling and steering function, the bike frame…”

“We get the idea,” Aaron said.

“Anyway,” Ray continued, “When designing something new, you just reverse the process by determining the functions that are needed, and then you can figure out what parts you need to accomplish those functions. I did it for the AutoBlaster by starting with the sequence, then figuring out the functions needed for that sequence.”

“I’m gonna start doing more of that kind of thinking when I look at things.” Aaron said.

“Don’t do it at the dinner table,” Kate said. “Your wife might not be interested in what function the tables and chairs perform.”

“Good job Ray,” Bryce added.

“Yes, great job everyone.” Wesley leaned forward looking one by one at each team member in the eye. “You are making great progress and I can tell you are each being proactive.

(Excerpt from, “The Cutting Edge.” Read the full story at http://stemstories.wordpress.com )

Proprietary, a novel by Larry Howell

I just finished reading a novel called, “Proprietary.” It is an adventure and mystery that illustrates the importance of proprietary information in a company and the reality of industrial espionage in the world. It makes the reader, rightly so, want to be careful with company information. The story did not have a lot of engineering in it, but knowing how to deal with proprietary information is very important for an engineer. I recommend this book.

Engineering Student Projects Links

The ‘Engineering Stories’ blog gets a lot of hits from people searching for Engineering Student Projects. I expect these are students wondering what to do for their student project. Well, to help them out, I’ve started a blog page to capture all the university and college senior project summaries I can find. Go to my home page and click on the “Mechanical Engineering Student Projects” page. Help me build the list if you know of more sites.

While at Engineering Stories, note the new format. If you haven’t read, “Get A Grip,” yet, please download it for free and enjoy it.

Mechanical Engineering Student Projects

Presentation to Utah Conference of Education Career Counselors

I was invited to speak to a group of K12 career counselors this week helping them see what it’s like to be an engineer, helping them understand how to explain engineering to their students. It was great. Since I write Engineering Stories, I decided weeks ago to memorize one of my stories, The Orbital Mechanic, and be prepared to recite or perform the story for these counselors. I enjoyed the experience. Storytelling is fun. (I would like to perform stories directly for youth.)

I also shared many career experiences and addressed many questions. If you’re interested, click on the link below for a sample of my slides. The first illustrations were used as backdrop for my recitation of, “The Orbital Mechanic.” If you haven’t read this story yet, may I encourage it. It’s a short 15 minute read and you just might learn something about space and spacecrafts you didn’t know before.

http://wp.me/a2E1VB-9t

 

Beyond Earth – Website

I am excited about what mankind does in space, because I know that such a journey builds our confidence, enlarges our knowledge, and improves our life on Earth. Check out this great website by Boeing called, Beyond Earth. It is a jumping off point for learning reasons to go to space, for experiencing efforts to go to destinations near and far from Earth, and to see the real and planned Engineering systems to take us there.

There is information for educators (lesson plans) and students, news and multimedia. Here is the link. Return to this post and comment on your experience at Beyond Earth.

http://www.beyondearth.com

“I was ten and a half years old when Neil Armstrong stepped onto the lunar dust and into the history books. Wow, I thought, looking up that evening at the moon, half illuminated by the setting sun, how amazing is that? My childhood thoughts of ‘The Man in the Moon’ were changed forever.” (Hardman, Kenneth R.,  My Journey to Engineering, Engineering Stories, Chapter 8)

ENGAGE Everyday Examples of Engineering Lesson Plans

They’re not Engineering Stories, but they’re detailed lesson plans being created and used by educators to help students see, feel, and understand engineering, improving STEM teaching in the classroom.

It’s called

Engage – Everyday Examples in Engineering

If you love a good Engineering story-problem, don’t wait until the classroom, take a look at these lessons right now. For example, click on Statics and see how engineering skills of Beam Bending, Bending Moments, and Shear Stress Diagrams can be used to model and analyze the deflections of a skateboard and other planks.

I’ve added the Engage link to my Recommended Links page.

http://engineerstories.com/recommended-links/

Tunnel Vision Part III

The terminal and smells of hydraulics and motors are now well behind us and the status console indicates NORMAL operating conditions. It is no longer possible to look at the tube structural support rings as they pass at a rate faster than the flapping of hummingbird wings.

As the tube slowly turns to go around and through mountains, the pod rotates like a banking roller coaster keeping our sense of gravity directed down through our seats.

The on-board stereo is softly playing the soundtrack from a popular science fiction space trek show and my mind links up with a scene from an episode where the space ship is propelled to a distant part of the galaxy by mental control of thought, time, and energy. I am awakened from this brief daydream by a yellow WARNING sign above each seat and a soft professional automated voice instructing passengers to place their heads against the head rest for the upcoming increase in acceleration.

Just moments ahead is the greatest design challenge of the whole system: analysis of the geometric, thermal, and dynamic parameters of the wind tunnel throat such that this high volume of air will indeed transition from subsonic to supersonic speeds as the tunnel re-expands. While reflecting on the many details studied during the design phase, my mind wanders for an instant to the many potential applications to use this mode of high speed transportation. A ski lift in the Wasatch mountains, underwater transoceanic links from San Francisco to China, satellite launchers, postal payload and letter delivery networks, and large scale, 100 plus passenger models, like a commercial aircraft or train fuselage with no wings, tail, or landing gear. My reflection is interrupted by a subtle vibration caused by a shock wave forming on the leading edges of the pod…

Tunnel Vision Part II

Just before stepping through the hatch of our five foot diameter bullet, I look behind the craft at the 165 foot diameter fan stretching above and all around me and I realize more than I had ever before, that I would be sharing space with this huge mass of turbulent energy as we both accelerate into the common 5 foot diameter tunnel just ahead. Although invisible, I could feel the airstream converging in on itself, and me, creating a pressure difference across the pod.

We take our seats, which are highly reclined to minimize the pod and tunnel diameter, and fasten our seat belts for the non-stop trip. This is no ordinary craft. There are no wheels, no bearings, no engine, and no brakes. This pod is a pressure vessel with forward and aft regulators to balance the inside environment at a comfortable pressure, temperature and air circulation. Forward and aft circumferential hydrodynamic seals turn the cylinder into a piston, a very fast piston, driven at cruse by pneumatic pressure.

As the hatch is closed, I sit uneasy. I look out through the mostly transparent tubular walls at those who we leave behind and it occurs to me that in a moment, they will be many, many miles away. My eyes scan from the right, over head and to my left, taking in the exciting moment, and then after a brief wink at each member of my family, I look straight ahead and become acutely aware of the small  hole which is to be our immediate destination. The ALL CLEAR indicator illuminates on the front console, a small bump sounds from below, and we move out at a brisk 1/2 the acceleration of gravity, 15 ft/sec2.

v = a*t

x =  ½ a*t^2

(constant acceleration equations with zero initial velocity and position)

At this rate we reach 100 miles per hour in 10 seconds (not exactly a drag race car), having traveled a quarter mile. After 20 seconds, we pass 200 miles per hour and just over one mile. This constant acceleration continues as the air behind us converges and we approach the throat, minimum tunnel diameter, and 640 miles per hour…

#engineerclips

Tunnel Vision Part I

(Here is a short short story I wrote many years ago, for your engineering imagination, vision, and assessment. Is this story possible? Can such a wind tunnel really be operated? If not, why? Does it violate some law of physics or thermodynamics? What are the challenging design issues? What are the environment and safety issues? I look forward to your comments.)

Tunnel Vision – Part I

Here I am, finally, standing in the entrance of a life-long dream, ready to climb aboard a four-seat cylindrical pod and fly through a 600 mile long wind tunnel at speeds approaching Mach 3. It is a beautiful spring morning here in Salt Lake City, Utah. The sun has just risen over the Great Salt Lake, and in 15 minutes, my family and I will be in Anaheim, California, to see it rise again, this time over the Pacific Ocean. We plan to enjoy two full days at our favorite theme park before returning home having missed only two days of work.

As we enter the terminal, to my left are the huge turbo-fans providing the large mass-flow-rate of air to the slowly converging tunnel stretching to the right. My heart accelerates as I witness the party ahead of us enter their pod, secure themselves and their belongings, and look forward down the launch rails in anticipation.

Upon positive detection of all enable circuits, the pod’s onboard computer engages its drive cam with the variable lead, threaded shaft rotating at constant angular velocity and extending a mile into the tunnel. The pod in front of us moves out at a moderate, but aggressive constant acceleration and in a matter of 10 seconds is out of sight.

For a moment, my mind jumps back to a time when I was a child and I went with my mother to the drive-up window at the bank. She put a check or some money in a small plastic canister, placed it in a machine outside the car window, pushed a button, and after 3 seconds and a vacuum like sound, the canister was in the hands of the teller in a nearby building. Oh how fun, I thought, to go on such a ride.

Then it was our turn. We stepped into the airfoil shaped bridge protecting us from the high winds. From here I could see clearly the variable-lead screw drive shaft just below our pod. Its threaded helix was designed with an initial small gradual angle thus importing a small forward velocity to any vehicle engaged to it. This design concept provides for continuous, unchanging operation, fewer moving parts, and less start and stop action. The acceleration of the engaged pod is directly proportional to the rate-of-change of the helix angle with respect to distance along the shaft. The angle increases steadily until at its high helix end, the pods velocity will be approaching Mach point three (0.3).

Just before stepping through the hatch…

(Click Part II below) #engineerclips

What do Engineers Do? Look at their Senior Projects

Want a good idea of what engineers do? Take a look at thousands of Engineering Senior Projects.
http://www.cefns.nau.edu/interdisciplinary/d4p/
http://www.ce.ucsb.edu/undergrad/sr-projects/
http://www.mtu.edu/mechanical/undergraduate/senior-design/
http://umaine.edu/mecheng/senior-design-projects/
http://www.bu.edu/ece/undergraduate/senior-design-project/
http://eeic.osu.edu/capstone/capstone-design-showcase
http://eecs.oregonstate.edu/node/292
http://digitalcommons.calpoly.edu/mesp/
http://mechanicalengineering.pages.tcnj.edu/academic-programs/me-senior-projects/
many many more
search the internet for mechanical engineering senior projects