PDD QUESTION BANK

Q. Define type of design

1. Axiomatic design

2. Embodiment design

3. Detail design

4. Planning for Manufacturing

5. Planning For Distrubution

Q. Explain basic module in design process

ANS

Q. Elaborate problem solving methodology

ANS

1. Defination of the problem

2. Gathering information about the problem
3. Generating alternate solution
4. Evaluation of the alternate solution
5. communicating of result

Q. What are consideration of Good Designs

ANS

1. Achivement of performance requirement

2. Total life cycle
3. Regulatory & Social issues

Q. Explain step by step description of Design process

ANS

Step 1: Define
In this step, students formulate what they think about the problem. Eric points to this real-
world example of defining a problem: some schools require students to keep lunch with them
in classes throughout the day. What problems does this change create? An answer could be
that they have to keep their lunches on the floor next to where they sit directly on the ground.
Problem-solving starts with problem-finding. This step helps to develop critical thinking
skills and the ability to use a different viewpoint to examine a situation.
Step 2: Ask
The next step in the engineering design process is to ask questions about the problem.
Students can ask the following questions:
• What problem is being solved?
• Who is this product being designed for?
• Why is a solution to this problem important?
They have a problem, and now it is time to brainstorm potential solutions. They should list as
many possible solutions as they can to maximize their options. Now is not the time to judge
any ideas. Just let them flow.
Now is also the time to do research. Look at solutions for similar problems that already exist.
By looking at existing solutions, you might come up with new ideas based on them and steer
clear of mistakes made in the past. In the student lunch example, students came up with a list
of ideas that would keep lunches out of the way and off the ground.
This step develops creativity and research skills. The point is not to come up with the right
answer but to create a list of answers.
Step 3: Imagine
Now that there is a list of solutions to the problem, it is time to narrow down the options.
Your students cannot turn all of them into reality, but they can imagine how these solutions
will work. You can start by simply talking through the possible ideas and explaining how
they would work. Many of the ideas will be rejected during this step. If more than one idea
still seems viable after talking through the solution, then students can sketch out a few of
their designs to make them more realistic and narrow down the list even further.
In the school lunch example, students came up with the idea of a hook that can attach to the
bottom of desks to hold their lunch. This step of the engineering design process teaches
critical thinking and reins in the creativity involved in the last step.
Step 4: Plan
By step four, your students know the basics of what the solution will be but have yet to work
out the details. In this step, it is time to refine and improve the solution and break down the
path to solving the problem into smaller steps. When you iterate or improve on a design, you
will revisit this step each time you do.
For the school lunch example, a hook that could attach to the bottom of a desk was
determined to be the solution. But other questions still had to be answered in this step, like
how much weight it will need to hold, how big it will be, and what material it should be made
out of.
This step continues to teach critical thinking along with applied engineering because the
solution is one step away from reality, and they must consider the real world in the design.
Step 5: Prototype
By this step, you have a design to build, and it’s time to create a functioning version of your
solution. It could be made of different materials than the final solution and may not be as
polished. The point of this step is to create a solution you can test before you spend time
creating the final product.
The students creating the school lunch hooks used sketchpads and CAD software to design
them. They found out in the process that the line between steps four and five can be blurred
and made changes to the design of the hook they never thought of before, improving its
design.
This step shows students that their hard work paid off, they can find success by following the
process, and it takes work to develop the best potential solution. They may have to revisit this
step to improve the design, but they have turned a design into reality.
Step 6: Test
Once a prototype is ready, it is time to test it. Here, the students can use their creations to see
if their designs work. Most likely, students will go through a few tests with a few different
prototypes because there will be additional problems to solve that weren’t thought of in the
other design steps.
Using the lunch hook experience from Eric’s classroom, many of the students saw flaws in
their design right away and knew what parts would work and what features needed iterating.
The students attached their hooks to their desks and used their full lunches to test them.
This step allows students to see which ideas work and which need improvement, giving them
a clearer perspective on the problem and everything that affects the final solution.
Step 7: Improve
Prototypes are built quickly for a reason. Chances are that you will create a few of them while
you perfect the design. Step seven is not so much a step as it is backtracking to the planning
phase and determining what should be changed in your design, building a new prototype, and
testing again.
The students designing the lunch box hook found issues with the size and dimensions of their
hook and were able to reprint and display their designs. This iterative process teaches
students grit because there is a difference between being done and doing their best work.

Q. what are characteristic of environmental responsible

design.
ANS

Sustainable design seeks to reduce negative impacts on the environment, and the health and
comfort of building occupants, thereby improving building performance. The basic objectives of
sustainability are to reduce consumption of non-renewable resources, minimize waste, and create
healthy, productive environments.
Sustainable design principles include the ability to:
 optimize site potential;
 minimize non-renewable energy consumption;
 use environmentally preferable products;
 protect and conserve water;
 enhance indoor environmental quality; and
 optimize operational and maintenance practices.

Q. What are TRIZ

ANS

1. Segmentation
2. Extraction
3. Local quality
4. Asymmetry
5. Combining
6. Universality
7. Nesting
8. Counterweight
9. Prior counteraction
10. Prior action
11. Cation in advance
12. Equipotentiality
13. Inversion
14. Spheroidality Curvature
15. Dynamicity
16. Partial or overdone action
17. Moving to a new dimension
18. I8. Mechanical vibration
19. Periodic action
20. Continuity of useful action
21. Rushing through
22. Convert harm into benefits
23. Feedback
24. . Mediator
25. Self-service
26. Copying
27. An inexpensive short-lived object instead of an expensive durable one
28. Replacement of a mechanical system
29. Use of a pneumatic or hydraulic construction
30. Flexible film or thin membranes
31. Use of porous material
32. Change the colour
33. Homogeneity
34. Rejecting and regenerating parts
 35. Transformation of physical and chemical states of an object
36. Phase transition
37. Thermal expansion
38. Use strong oxidizers
39. Inert environment
40. Composite materials

Q. Explain organization for design product development.

ANS

Companies often see product development as the first stage of generating and commercializing a
new product or service within the overall strategic process of lifecycle management. Product
development is also used to maintain an existing product or grow current market share. Modern
Product Development involves research, design, testing, positioning, differentiation and several other
facets.

Q. What are characteristic of innovative people

ANS

 Idea generator. The creative individual

 Entrepreneur: The person who "carries the ball" and takes the risks
 Gatekeepers: People who provide technical communication from outside to inside the
product development organization
 Program manager: The person who manages without inhibiting creativity
 Sponsor: The person who provides financial and moral support, often senior management
or a venture capital company

Q. What are different WAYS for gathering information From

customer
ANS

Interviews with customers: Active marketing and sales forces should be continuously meeting with
current and potential customers. Some corporations have an count teams whose responsibility is to
visit key customer accounts to probe for problem areas and to cultivate and maintain friendly contact
Key questions to ask are. What do you like or dislike about this product? What factors do you
consider when purchasing this product? What improvements would you make to this product

Focus groups: A focus group is a moderated discussion with 6 to 12 customers or targeted customers
of a product. The moderator is a facilitator who uses prepared questions to guide the discussion
about the merits and disadvantages of the product. Often the focus group occurs in a room with a
one-way window that provides for videotaping of the discussion. In both the interviews and the
focus groups it is important to record the customer's response in his or her own words. All
interpretation is withheld until the analysis of results. A trained moderator will follow up on any
surprise answers in an attempt to uncover implicit needs and latent needs of which the customer is
not consciously aware.

Customer complaints: A sure way to learn about needs for product improvement is from customer
complaints. These may be recorded by communications (by tele- phone, letter, or email) to a
customer information department, service center or warranty department, or a return center at a
larger retail outlet. Third party Internet websites can be another source of customer input on
customer satisfaction with a product. Purchase sites often include customer rating information. Savvy
marketing departments monitor these sites for information on their products and competing
products

Warranty data: Product service center and warranty departments are a rich and important source of
data on the quality of an existing product. Statistics on warranty claims can pinpoint design defects.
However, gross return numbers can be misleading. Some merchandise is returned with no apparent
defect. This reflects customer dissatisfaction with paying for things; not with the product.

• Customer surveys: A written questionnaire is best used for gaining opinions about the redesign of
existing products or new products that are well understood by the public.

Q. Enlist different customer requirements.

ANS

 Expecters : These are the basic attributes that one would expect to in the product, i.e.,
standard features. Expecters are frequently easy to measure and are used often in
benchmarking.
 Spoken: These are the specific features that customers say they want in the product.
Because the customer defines the product in terms of these attributes, the designer must be
willing to provide them to satisfy the customer.
 Unspoken: These are product attributes the customer not generally talk about, but they
remain important to him or her. They cannot be ignored. They be attributes the customer
 simply forgot to mention or was unwilling to talk about or simply does not realize he or she
wants. It takes great skill on the of the design team to identify the unspoken requirements.
 Exciters: Often called delighters, these are product features that [make the product unique
and distinguish it from the competition. Note that the absence of an exciter will not make
customers unhappy, since they do not know what is missing.

Q. Differentiate between creative of critical thinking.

Q. How we can improve creative thinking

ANS

Improving creativity is a popular endeavor , A search of google under creative methods

yielded over 12 million hits, many of them books or creativity improvement. Over 150
creativity improvement methods have been catalogued. These methods are aimed at
improving the following characteristics of' the problem solver
 Sensitivity: The ability to recognize that a problem exists
  Fluency The ability to produce a large number of alternative solutions to a problem
 Flexibility: The ability to develop a wide range of approaches to a problem
 Originality: The ability to produce original solutions to a problem

Q. what are the barriers/obstacles to critical thinking.

ANS

Mental blocks interfere with creative thinking A mental block is a mental wall that prevents the
problem solver from correctly perceiving a problem or conceiving its solution. A mental block is an
event that inhibits the successful use of normal cognitive processes to come to a solution. There
are many different types of mental blocks.

Perceptual Blocks
Perceptual blocks have to do with not properly defining the problem and not recognizing the
information needed to solve it.

 Stereotyping
 Information overload:
 Limiting the problem unnecessarily:
 Fixation:

Emotional Blocks
These are obstacles (hat arc concerned with the psychological safety of the individual. They reduce
the freedom with which you can explore and manipulate ideas They also interfere with your ability
to conceptualize readily.
 Fear risk taking
 Unease with chaos
 Unable or unwilling to incubate new ideas
 Motivation

Cultural Blocks

People acquire a set of thought patterns from living in a culture. Most of us have experienced an
educational system that has valued knowledge and suppressed our childhood proclivity to ask "why"
and "how."

Intellectual Blocks

Intellectual blocks arise from a poor choice of the problem-solving strategy or having inadequate
background and knowledge

Environmental Blocks

These are blocks that are imposed by the immediate physical or social environment.
Q. Explain with example Function & physical
decomposition axiomatic
ANS

Functional decomposition

Functional decomposition refers broadly to the process of resolving a functional relationship into its
constituent parts in such a way that the original function can be reconstructed from those parts.

Physical decomposition

Physical decomposition means separating the product or subassembly directly into its subsidiary
subassemblies and components and accurately describing how these parts work together to create
the behavior of the product. The result is a schematic diagram that holds some of the connectivity
information found by doing re- verse engineering.

Q. Explain to neat sketch, design process from design

perspective.
ANS

depicts the relationships among these different variables throughout the Axiomatic Design process.
Suh's naming of phases in the design process is a little different from the usage in this text. He called
the generation of a feasible design described by DPs selected to satisfy a set of FRS product design. In
this text, that is generation of a conceptual design with some embodiment detail.

Sub views the engineering design process as a constant interplay between what we want to achieve
and how we want to achieve it. The former objectives are always stated in the functional domain,
while the latter (the physical solution) is always gen Crated in the physical domain.

Q. What is product architecture with suitable diagram

explain types of modular architecture.
ANS

Product architecture is the arrangement of the physical elements of a product to carry out its
required functions The product architecture begins to emerge in the conceptual design phase from
such things as diagrams of functions, rough sketches of conceptual and perhaps a proof-of-concept

Slot-modular. Each of the interfaces between modules is of a different type from the others. This is
the most common situation for modular architecture since typically each module requires a different
interface to perform its function within the prod c. For example, an automobile radio cannot be
interchanged with the DVD player.

Box modular In this type of modular architecture the modules can be assembled. along a common
interface, or his. Therefore, interchange of modules can be done readily. The use of a power bus is
common in electrical products, but it can also be found in such mechanical systems as shelving
systems

Sectional-modular. In this type of modular architecture all interfaces are of the common type, but
there is no single element to which the other chunks attach. The design is built by connecting the
chunks to each other through identical interfaces. as in a piping system.

Q. What are steps to develop in product architecture.

ANS
To establish a product's architecture, a designer defines the geometric boundaries of the product and
lays out the proposed elements of the design within its envelope. The design elements are heat
functional elements and physical elements.

 Create a schematic diagram of the product.

 Cluster the elements of the schematic
 Create a rough geometric layout.
 Identify the interactions between modules