Engineering: the nature of problems

The optimistic approach to a problem is to view it as a challenge and an opportunity – a chance to make progress. In this intermediate level study unit, the nature of problems is explored by looking at the way they are used as a stimulus for finding solutions. It is presumed from the start that you want to be involved in the process of finding solutions and that you are not expecting simply to be given the answers.

One example that is investigated in this unit concerns how to devise lighter bicycle frames, and the way to assess the merits of alternative materials from which to make them. There is no single way to move from a problem like this to possible solutions. In fact there are often several ways to set about finding several solutions, but there are a few general factors that are important to the search. First it is important to appreciate the needs from which a problem arises. For the bicycle frame it’s not just a lighter material that is required, but rather it is one that can be deployed to bear specific loads imposed on a fully functional frame. Next it is valuable to understand the challenge well enough to be able to specify the nature of solutions, perhaps using the formal languages of engineering, mathematics, science and problem solving. For example, it is unwise to take part in a discussion on ‘the best materials for bike frames’ without a technical appreciation of both the job a frame has to do and the relevant attributes of the candidate materials. Establishing what you don’t yet know usually starts by recognising how effectively you can tell someone else where the challenges arise. You must be able to communicate with a wide range of people, sometimes ‘calling a spade a spade’, and at other times describing precisely what the word ‘spade’ actually means.

After studying this unit you should be able to:

View solutions as belonging to particular categories, broadly classified as:
innovation by context
innovation by practice
routine

See how external factors affect engineering projects, and appreciate the range of engineering involved in meeting the basic needs of our society.

Recognise and apply a range of problem-solving techniques from each stage of the engineering design cycle, to include the following:
physical modelling
mathematical modelling
iteration
use of reference data
refining an engineering specification.

Identify when models are likely to be useful and when they are no longer valid.

Recognise and distinguish between the following technical terms:
differential equation
simultaneous equation
boundary condition
constraint
finite element analysis (FEA)
mathematical model
physical model
prototype
demonstrator
anthropometric
ergonomic
product specification
functional specification

The unit takes on average 40 hours to complete.

[Description and screenshot taken from the OU page for this course. (c) Open University used under the terms of their CC BY-NC-SA 2.0 license.]

Link: http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397841
Source: http://openlearn.open.ac.uk/
License: http://creativecommons.org/licenses/by-nc-sa/2.0/uk/
Rights: Copyright The Open University. Except for third party materials and otherwise stated (see http://www8.open.ac.uk/about/main/admin-and-governance/policies-and-statements/conditions-use-open-university-websites), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence