1100.
A Introduction to Design
1. Design Thinking
● Definition: Design thinking is a human-centered approach to problem-solving that
encourages collaboration, creativity, and understanding of the users’ needs. It involves
empathy, ideation, prototyping, and testing.
2. Design Process
● Definition: The design process is a structured approach to solving problems and creating
solutions. It typically includes several stages that guide designers from understanding a
problem to implementing a solution.
● Reasons for Utilizing a Design Process:
○ Provides a systematic method for problem-solving.
○ Encourages thorough exploration of ideas.
○ Helps ensure that solutions meet user needs and project goals.
○ Facilitates collaboration among team members.
3. Major Steps in the Design Process
1. Empathize: Understand the users and their needs.
2. Define: Clearly articulate the problem.
3. Ideate: Generate a wide range of ideas and solutions.
4. Prototype: Create tangible representations of ideas.
5. Test: Evaluate prototypes and gather feedback.
6. Implement: Put the solution into action.
4. Empathize
● a. Major Question Areas:
○ Users: Who are the end-users? What are their needs, preferences, and pain
points?
○ Societal Context: What social or cultural factors might affect the design?
○ Customer Requirements: What specific requirements do customers have?
○ Constraints: What limitations (budget, materials, regulations) exist?
● b. Role of the Customer:
○ Customers provide essential insights and feedback throughout the design
process. Their needs and expectations guide the design and help ensure that the
final product is useful and satisfactory.
5. Goals, Criteria, and Specifications
● a. Definitions:
○ Goals: Broad, high-level objectives that the design aims to achieve.
○ Criteria: Standards or benchmarks used to evaluate potential solutions.
○ Specifications: Detailed, measurable requirements that the design must meet.
● b. Converting Goals and Criteria into Specifications:
○ Take general goals and criteria and translate them into specific, measurable
targets (e.g., "Reduce energy consumption by 20%").
● c. Choosing Simple Target Values:
○ Select clear and straightforward values that can be easily measured (e.g.,
"Weight limit of 50 kg").
● d. Appropriateness of Specifications:
○ Check if the specifications are precise, measurable, and directly related to the
established goals and criteria.
6. Role of Iteration within Design
● Iteration involves revisiting and refining design ideas and prototypes based on feedback
and testing results. It allows designers to continuously improve their solutions and adapt
to new information or challenges.
7. Importance of Communication within Design
● Effective communication is crucial in design as it ensures that all stakeholders
understand the project goals, progress, and challenges. Clear communication facilitates
collaboration and reduces misunderstandings.
8. Forms of Communication
● Generate Written, Visual, and Oral Forms:
○ Written: Reports, design documents, specifications.
○ Visual: Diagrams, sketches, models, presentations.
○ Oral: Presentations, meetings, discussions.
9. Critique of Communication
● Critique Process: Evaluate written, visual, and oral communications for clarity,
effectiveness, and relevance. Provide constructive feedback to enhance the overall
design communication.
1100.B ACADEMIC AND PROFESSIONAL ETHICS
1. Code of Ethics
● Definition: A code of ethics is a formal document that outlines the principles, values, and
standards of behavior that guide the conduct of individuals within a particular
organization or profession. It serves as a framework for ethical decision-making.
2. Differences Between a Code of Ethics and Morals
● Code of Ethics:
○ A formalized set of guidelines created by organizations or professions.
○ Specific to the context in which it is applied (e.g., engineering, medicine).
○ Focuses on professional conduct and responsibilities.
● Morals:
○ Personal beliefs about right and wrong, shaped by cultural, societal, and personal
values.
○ Broader and more subjective than codes of ethics.
○ Can vary significantly between individuals and cultures.
4. Basic Principles of Professional and Academic Ethics
○ Integrity: Honesty and adherence to moral and ethical principles.
○ Accountability: Taking responsibility for one’s actions and decisions.
○ Respect: Valuing the rights and dignity of others.
○ Fairness: Ensuring equitable treatment and justice.
○ Honesty: Commitment to truthfulness in academic work.
○ Trust: Fostering a safe environment for sharing ideas and work.
○ Respect for intellectual property: Acknowledging the contributions of others.
○ Responsibility: Upholding academic integrity in all activities.
5. UC’s Academic Misconduct Process and Consequences
● Process:
○ Typically involves reporting the incident, an investigation, and a hearing.
○ Students may be allowed to present their case and evidence.
● Consequences:
○ Penalties can range from a warning to failing the course or expulsion, depending
on the severity of the misconduct.
6. Types of Academic Misconduct
● Misconduct: General term for any unethical behavior in an academic context.
● Cheating: Using unauthorized resources during examinations or assignments.
● Fabrication: Falsifying data, information, or citations.
● Plagiarism: Presenting someone else's work or ideas as one’s own without proper
attribution.
● Violating Ethical or Professional Standards: Acting against established guidelines of a
profession or academic discipline.
7. Application of Professional Ethics in an Academic Setting
● Professional ethics principles apply in academia by promoting integrity, accountability,
and respect among students and faculty. They encourage a culture of honesty and
responsibility in academic work, fostering an environment conducive to learning and
growth.
8. Fundamental Canons of the NSPE Code of Ethics for Engineers
1. Hold paramount the safety, health, and welfare of the public.
2. Perform services only in areas of competence.
3. Issue public statements only in an objective and truthful manner.
4. Act for each employer or client as a faithful agent or trustee.
5. Avoid deceptive acts.
6. Conduct themselves honorably, responsibly, ethically, and lawfully.
9. Ethical Decision-Making Process
● Steps:
1. Identify the ethical issue: Understand the nature of the dilemma.
2. Gather relevant information: Collect facts and opinions.
3. Evaluate options: Consider the consequences of each potential action.
4. Make a decision: Choose the best course of action based on ethical principles.
5. Reflect on the decision: Consider the impact of the decision on all stakeholders.
10. Defending Positive and Negative Behavior
● Positive Behavior: Can be defended by referencing ethical principles, such as integrity
and respect for others. For example, a student reporting a peer for cheating
demonstrates accountability and upholds academic integrity.
● Negative Behavior: Must be critiqued based on ethical frameworks, highlighting how it
undermines trust and fairness in the academic environment, such as cheating
compromising the value of educational qualifications.
11. Justifying Decisions from an Ethical Standpoint
● Justification involves articulating the reasoning behind decisions made during team
activities or projects, emphasizing how they align with ethical principles. Reflection on
team performance should include evaluating adherence to ethical standards and the
overall impact on group dynamics.
1100.C PROJECT MANAGEMENT
1. Work Breakdown Structure (WBS)
● Definition: A Work Breakdown Structure (WBS) is a hierarchical decomposition of a
project into smaller, more manageable components or tasks. It breaks down the overall
project into deliverables and sub-deliverables, allowing for better planning and
execution.
2. Developing a WBS
● Steps to Develop a WBS:
1. Identify the overall project goal or deliverable.
2. Break down the project into major phases or milestones.
3. Further divide each phase into specific tasks and subtasks.
4. Organize tasks hierarchically to reflect the structure of work.
3. Precedence Network (PN)
● Definition: A precedence network (PN) is a graphical representation of the logical
relationships between project tasks. It shows the sequence of activities, indicating which
tasks must be completed before others can begin.
4. Generating a PN from a WBS
● Steps:
1. Identify dependencies among tasks from the WBS.
2. Create nodes for each task and draw arrows to show the order in which tasks
must be performed.
3. Ensure all dependencies and sequencing are accurately represented.
5. Implementing a PN to Determine Minimum Duration and Critical Activities
● Process:
1. Assign durations to each task.
2. Calculate the earliest start (ES) and earliest finish (EF) for each task based on
dependencies.
3. Determine the latest start (LS) and latest finish (LF) to identify critical activities
(tasks that cannot be delayed without affecting the overall project duration).
6. Critical Path Method (CPM)
● Definition: The Critical Path Method (CPM) is a project management technique used to
determine the longest sequence of dependent tasks in a project, which establishes the
minimum project duration. It identifies critical tasks that directly affect the project
timeline.
7. Implementing CPM
● Steps:
1. Calculate ES and EF for all tasks using the PN.
2. Calculate LS and LF for all tasks.
3. Determine total float (TF) for each task (TF = LF - EF).
4. Identify the critical path (the sequence of tasks with zero float).
5. Assess early and late start and finish times for all tasks.
8. Gantt Chart
● Definition: A Gantt Chart is a visual representation of a project schedule, displaying tasks
along a timeline. It shows start and finish dates, the duration of tasks, and their overlap
and dependencies.
9. Developing a Gantt Chart
● Steps:
1. Use the WBS and PN to list all tasks and their durations.
2. Place tasks on a timeline, aligning their start and finish dates.
3. Highlight dependencies and overlaps between tasks visually.
10. Assessing a Gantt Chart for Appropriateness
● Considerations:
○ Ensure all tasks are represented accurately with correct durations.
○ Check for clarity in task dependencies and timelines.
○ Evaluate whether the chart effectively communicates project progress and
potential bottlenecks.
1100.D SYSTEMS THINKING AND CONCEPTS
2. Function and Sub-Function in Design Context
● Function: The primary purpose or goal that a system or component is designed to
achieve (e.g., a vehicle's function is to transport).
● Sub-Function: A secondary, supporting function that contributes to the overall function of
the system (e.g., a vehicle’s sub-functions include steering, braking, and acceleration).
3. Relationship Between Functions, Sub-Functions, Systems, and Sub-Systems
● Functions are the main objectives of a system, while sub-functions are the smaller,
specific tasks that support these objectives. Systems comprise multiple functions, which
can be broken down into sub-systems, each with its own set of functions and
sub-functions.
4. Functional Block Diagram
● Definition: A functional block diagram is a visual representation of the functions and
sub-functions of a system or sub-system, illustrating how they interact and contribute to
the overall operation.
6. Interpreting Functional Block Diagrams
● Process:
1. Identify the main functions and sub-functions represented in the diagram.
2. Understand how these functions interact and support one another.
3. Analyze the flow of information or energy between blocks.
7. Description of a System or Subsystem
● Description Process:
1. Define the system's overall purpose.
2. Identify and describe the main functions and their corresponding sub-functions.
3. Explain how these functions contribute to the system's overall operation.
8. Generating a Functional Block Diagram
● Steps:
1. Identify the main functions and sub-functions of the system.
2. Create blocks for each function and sub-function.
3. Connect the blocks with arrows to indicate relationships and interactions.
11. Generating Criteria for Evaluating Solutions
● Criteria Development:
○ Quantitative Criteria: Measurable aspects, such as cost, time, efficiency, and
performance metrics.
○ Qualitative Criteria: Non-measurable aspects, such as user satisfaction, safety,
aesthetics, and environmental impact.
1100.E BASIC SKILLS FOR TEAM EFFECTIVENESS
1. Definition of a Team
● Definition: A team is a group of individuals who come together to achieve a common
goal or objective. Team members collaborate, share responsibilities, and support one
another to maximize their collective performance.
2. Definition of a Group
● Definition: A group is a collection of individuals who may or may not be working toward a
common goal. Members of a group may have individual tasks and responsibilities but do
not necessarily collaborate or rely on each other.
3. Categorizing a Collection of People
● Criteria for Categorization:
○ Team: Members actively collaborate, share goals, and depend on each other’s
contributions.
○ Group: Members work independently and may not have shared objectives or
interactions.
4. Model for Team Effectiveness
● Definition: A model for team effectiveness outlines the factors that contribute to a team’s
performance and success. Common models include components such as clear goals,
open communication, defined roles, and mutual trust.
5. Key Characteristics of a Successful Student Team
● Clear objectives and shared goals.
● Open and effective communication.
● Diverse skills and strengths among members.
● Trust and respect among team members.
● Accountability and shared responsibility for tasks.
6. Impact of Multiculturalism on Team Development
● Impacts:
○ Encourages diverse perspectives and innovative solutions.
○ May lead to challenges in communication and conflict resolution due to cultural
differences.
○ Requires sensitivity and adaptability to various cultural norms and practices.
8. Assessing Individual Effectiveness in a Team Role
● Assessment Factors:
○ Contribution to team goals and objectives.
○ Communication skills and collaboration with others.
○ Fulfillment of assigned responsibilities and tasks.
○ Ability to support and motivate team members.
9. Factors for Team Effectiveness
● Clear goals and objectives.
● Open communication and information sharing.
● Defined roles and responsibilities.
● Trust and collaboration among members.
● Positive conflict resolution strategies.
10. Stages of Team Development
● Stages:
1. Forming: Team members meet and start to understand their roles.
2. Storming: Conflicts and differences arise as members assert their opinions.
3. Norming: Team members establish norms and develop closer relationships.
4. Performing: The team operates effectively and collaboratively towards goals.
5. Adjourning: The team disbands after achieving its objectives.
11. Identifying Your Team's Stage of Development
● Reflection Questions:
○ Are team members still getting to know each other (Forming)?
○ Are conflicts arising and being addressed (Storming)?
○ Is there a sense of cohesion and collaboration (Norming)?
○ Is the team functioning efficiently towards goals (Performing)?
12. Key Components of a Code of Cooperation (COC)
● Clear expectations for behavior and communication.
● Commitment to respect and support one another.
● Guidelines for conflict resolution and decision-making.
● Accountability for individual and collective responsibilities.
13. Role of a COC in Team Functioning
● A COC fosters a positive team culture, enhances communication, and provides a
framework for resolving conflicts. It helps ensure that team members understand their
responsibilities and can collaborate effectively.
16. Employing a Team Effectiveness Model
● Assessment Steps:
1. Identify the model's criteria (e.g., goals, communication, roles).
2. Evaluate your own or another team against these criteria.
3. Identify strengths and areas for improvement based on the assessment.
1100.I SPATIAL VISUALIZATION
1. Rules of Orthographic Projection
● Definition: Orthographic projection is a method of representing three-dimensional objects
in two dimensions by projecting the object's features onto a plane at right angles.
● Key Rules:
○ Each view (top, front, side) is projected perpendicular to the object.
○ Multiple views are needed to fully represent an object.
○ Dimensions should be clearly indicated and aligned with respective views.
2. Surfaces and Orthographic Projection
● Normal Surfaces: Project perpendicularly to the projection plane.
● Inclined Surfaces: May show varying dimensions depending on the angle of inclination.
● Curved Surfaces: Require additional views to represent the curvature accurately.
3. Changing Between 2D and 3D Representations
● Process:
1. Analyze the 2D representation (e.g., technical drawings).
2. Visualize or sketch the corresponding 3D object based on dimensions and
shapes.
3. Use perspective drawing techniques to convey depth.
4. Recognizing Corner Views of an Object
● Description: Corner views show how an object appears from a specific angle, often
incorporating multiple sides to give a clearer representation of the overall shape and
dimensions.
5. Right-Hand Rule for Object Rotations
● Explanation: The right-hand rule is a mnemonic used to determine the direction of
rotation. If you curl the fingers of your right hand in the direction of rotation, your thumb
points in the positive direction of the axis of rotation.
6. Sketching Various Views of an Object
● Views:
○ Isometric View: A 3D representation where the three axes are equally spaced at
120 degrees.
○ Top View: A view from directly above the object.
○ Front View: A view showing the object's front face.
○ Right Side View: A view showing the object's right side.
7. Sketching Rotated Views of Objects
● Process:
1. Determine the angle and axis of rotation.
2. Draw the object in its original position.
3. Sketch the object in its rotated position, ensuring that dimensions are adjusted
accordingly.
8. Sketching Reflections of Objects
● Process:
1. Identify the plane of reflection.
2. Mirror the object across the plane, maintaining proportions and dimensions.
3. Indicate the reflected position clearly.
9. Identifying Planes of Symmetry for Simple Objects
● Definition: A plane of symmetry divides an object into two equal halves that are mirror
images of each other.
● Process: Analyze the object and determine the planes (e.g., vertical, horizontal) that
achieve this division.
1100.K EXCEL
4. Main Parts of an Excel File
● Cells: The individual boxes in a worksheet where data, formulas, or functions are
entered. Each cell is identified by a unique address, combining its column letter and row
number (e.g., A1).
● Worksheets: Individual sheets within a workbook, where data is organized in rows and
columns. Each worksheet can contain its own set of cells and data.
● Workbook: A file that contains one or more worksheets. Excel workbooks have the
extension .xlsx or .xls.
6. Entering Values and Formulas into Excel Cells
● Values: Enter directly into a cell by selecting the cell and typing the desired number, text,
or date. Press "Enter" to confirm.
● Formulas: Start with an equal sign (=) followed by the expression (e.g., =A1 + B1).
Formulas can include operators, functions, and references to other cells.
7. Referencing Values and Formulas in Excel
● Cell References: Refer to values in other cells by using their addresses (e.g., A1, B2).
These references can be used in formulas to perform calculations with those values.
● Named Ranges: You can create names for ranges of cells (e.g., SalesData) to make
formulas easier to read and understand.
8. Primary Arithmetic Operators and Order of Operations
● Operators:
1. Addition: +
2. Subtraction: -
3. Multiplication: *
4. Division: /
5. Exponentiation: ^
● Order of Operations: Excel follows the order of operations (PEMDAS/BODMAS):
1. Parentheses
2. Exponents
3. Multiplication and Division (from left to right)
4. Addition and Subtraction (from left to right)
9. Commonly Used Mathematical Commands
● Trigonometric Functions: SIN, COS, TAN, ASIN, ACOS, ATAN
● Constants: PI()
● Square Root: SQRT()
● Absolute Value: ABS()
10. Implementing Mathematical Expressions
● You can use both primary arithmetic operators and advanced mathematical commands
to manipulate data in Excel. For example, to calculate the area of a circle, you could use
the formula =PI() * (A1^2) where A1 contains the radius.
11. Relative vs. Absolute Cell Addressing
● Relative Addressing: A cell reference that changes when the formula is copied to
another cell (e.g., A1).
● Absolute Addressing: A fixed cell reference that remains constant regardless of where
the formula is copied, denoted by $ (e.g., $A$1).
12. Referencing a Range of Cells
● To reference a range, use the cell addresses for the upper-left and lower-right corners
(e.g., A1:A10 refers to all cells from A1 to A10).
13. Implementing Excel Formulas
● Using Constants and References: You can combine constants with cell references in
formulas (e.g., =B1 + 10).
● Using Mixed References: Combine relative and absolute references (e.g., =$A$1 + B2).
14. Utilizing Excel Referencing
● When copying formulas, ensure that the appropriate type of referencing is used (relative
or absolute) so the formula calculates correctly in the new location.
15. Main Types of Graphs in Excel
● Line Graphs: Best for showing trends over time.
● Scatter Plots: Ideal for displaying the relationship between two variables.
● Bar Graphs: Useful for comparing quantities across categories.
● Pie Charts: Effective for showing the proportion of parts to a whole.
16. Necessary Features of an Excel Graph
● Data: The information that is plotted on the graph.
● Axis Labels: Labels for the x-axis and y-axis to indicate what each axis represents.
● Title: A descriptive title for the graph.
● Legend: A key that explains what different colors or symbols in the graph represent.
17. Procedure for Creating a Graph in Excel
1. Select the data you want to graph.
2. Go to the “Insert” tab on the ribbon.
3. Choose the type of graph you want to create from the Charts group.
4. Customize the graph with titles, labels, and styles as needed.
18. Choosing an Appropriate Graph
● Analyze the nature of your x-y data. For example, use a line graph for time-series data
and a scatter plot for correlational data.
19. Generating a Graph from x-y Data
● After selecting the data range, follow the procedure for creating a graph. Ensure the
correct graph type is selected based on the data.
20. Generating a Graph from Multiple x-y Data Sets
● Select all relevant data sets before inserting the graph. Excel will display them in the
same chart, using different colors or markers for differentiation.
21. Implementing Curve Fitting (Trendline)
● To add a trendline:
○ Select the graph.
○ Click on the data series you want to add a trendline to.
○ Right-click and choose "Add Trendline."
○ Choose the type of trendline (linear, exponential, etc.) and click OK.
○ Making Predictions: Use the equation of the trendline to interpolate (predict within
the data range) or extrapolate (predict beyond the data range).
ENGINEERING STUDY CHECKLIST
1100.A INTRODUCTION TO DESIGN
● Define design thinking.
● Define the design process; explain its importance.
● List major steps in the design process (empathize, define, ideate, prototype, test,
implement).
● Empathize:
○ Describe major question areas
○ Explain the role of the customer in the design process.
● Define goals, criteria, and specifications.
● Convert goals and criteria into measurable specifications.
● Choose simple target values for specifications.
● Determine if specifications are appropriate (precise, measurable, relates to goals).
● Explain the role of iteration in design.
● Explain the importance of communication in design.
● Generate written, visual, and oral communication about design processes or systems.
● Critique communication forms about design processes or systems.
1100.B ACADEMIC AND PROFESSIONAL ETHICS
● Define a code of ethics.
● Discuss differences between a code of ethics and morals.
● List basic principles of professional and academic ethics.
● Recall UC’s academic misconduct process and consequences.
● Explain types of academic misconduct (misconduct, cheating, fabrication, plagiarism).
● Explain how professional ethics apply in an academic setting.
● State the fundamental canons of the NSPE Code of Ethics for Engineers.
● Implement an ethical decision-making process in real-world scenarios.
● Defend behaviors in professional and academic scenarios based on an ethical
framework.
● Justify ethical decisions reflecting on team performance.
1100.C PROJECT MANAGEMENT
● Define a Work Breakdown Structure (WBS).
● Develop a WBS.
● Define a precedence network (PN).
● Generate a PN from a WBS.
● Implement a PN to determine minimum duration and critical activities.
● Define Critical Path Method (CPM).
● Implement CPM to determine early/late start and finish times, free float, total float, critical
path, minimum duration.
● Define a Gantt Chart.
● Develop a Gantt Chart based on WBS, PN, and CPM analysis.
● Assess a Gantt chart for appropriateness.
1100.D SYSTEMS THINKING AND CONCEPTS
● Define function and sub-function in design context.
● Explain relationships between functions, sub-functions, systems, and sub-systems.
● Define functional block diagram in design context.
● Interpret functional block diagrams for systems or sub-systems.
● Describe a system/sub-system; determine functions and sub-functions.
● Generate a functional block diagram for a system or sub-system.
● Generate quantitative and qualitative criteria for evaluating solutions.
1100.E BASIC SKILLS FOR TEAM EFFECTIVENESS
● State the definition of a team.
● State the definition of a group.
● Categorize a collection of people as a team or group based on a description.
● Define a model for team effectiveness.
● List key characteristics of a successful student team.
● Describe multiculturalism's impact on team development/functioning.
● Assess individual effectiveness in a team role.
● Describe factors for team effectiveness.
● Recall stages of team development.
● Identify your team’s stage of development based on behavior reflection.
● State key components of a Code of Cooperation (COC).
● Discuss the role of a COC in team functioning.
● Employ team effectiveness model to assess team performance.
1100.I SPATIAL VISUALIZATION
● Define rules of orthographic projection.
● Describe surface projections (normal, inclined, curved) orthographically.
● Change between 2D and 3D representations of an object.
● Recognize different corner views of an object.
● Explain the right-hand rule for object rotations.
● Construct sketches of various views of an object (isometric, top, front, right side).
● Construct sketches of rotated views of objects.
● Construct sketches of reflections of objects.
● Identify planes of symmetry for simple objects.
100.K EXCEL
● Describe the main parts of an Excel file (cells, worksheets, workbook).
● Describe how values and formulas are entered into Excel cells.
● Describe how values and formulas are referenced in Excel.
● Explain primary arithmetic operators (+, -, *, /, ^) and order of operations.
● List commonly used mathematical commands (trigonometric functions, PI, square root,
absolute value).
● Implement mathematical expressions using primary and advanced commands.
● Explain the difference between relative and absolute cell addressing.
● Explain how to reference a range of cells.
● Implement Excel formulas using constant values and relative/absolute cell references.
● Utilize appropriate Excel referencing for copied formulas.
● Describe main types of graphs available in Excel (line, scatter, bar, pie) and data
representation.
● List necessary features of an Excel graph (data, axis labels, title, legend).
● Explain the procedure for creating a graph in Excel.
● Choose an appropriate graph for given x-y data.
● Generate a graph to accurately depict a single set of x-y data.
● Generate a graph for multiple x-y data sets.
● Implement curve fitting (trendline) on a graph and make predictions.