engineering problem solving pdf

Engineering Problem-Solving

• First Online: 21 September 2022

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• Michelle Blum 2  

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You are becoming an engineer to become a problem solver. That is why employers will hire you. Since problem-solving is an essential portion of the engineering profession, it is necessary to learn approaches that will lead to an acceptable resolution. In real-life, the problems engineers solve can vary from simple single solution problems to complex opened ended ones. Whether simple or complex, problem-solving involves knowledge, experience, and creativity. In college, you will learn prescribed processes you can follow to improve your problem-solving abilities. Also, you will be required to solve an immense amount of practice and homework problems to give you experience in problem-solving. This chapter introduces problem analysis, organization, and presentation in the context of the problems you will solve throughout your undergraduate education.

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https://www.merriam-webster.com/dictionary , viewed June 3, 2021.

Mark Thomas Holtzapple, W. Dan Reece (2000), Foundations of Engineering, McGraw-Hill, New York, New York, ISBN:978-0-07-029706-7.

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Aide, A.R., Jenison R.D., Mickelson, S.K., Northup, L.L., Engineering Fundamentals and Problem Solving, McGraw-Hill, New York, NY, ISBN: 978-0-07-338591-4.

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End of Chapter Problems

1.1 ibl questions.

IBL1: Using standard problem-solving technique, answer the following questions

If you run in a straight line at a velocity of 10 mph in a direction of 35 degree North of East, draw the vector representation of your path (hint: use a compass legend to help create your coordinate system)

If you run in a straight line at a velocity of 10 mph in a direction of 35 degree North of East, explain how to calculate the velocity you ran in the north direction.

If you run in a straight line at a velocity of 10 mph in a direction of 35 degree North of East, explain how to calculate the velocity you ran in the east direction.

If you run in a straight line at a velocity of 10 mph in a direction of 35 degree North of East, explain how to calculate how far you ran in the north direction.

If you run in a straight line at a velocity of 10 mph in a direction of 35 degree North of East, explain how to calculate how far you ran in the east direction.

If you run in a straight line at a velocity of 10 mph in a direction of 35 degree North of East, how far north have you traveled in 5 min?

If you run in a straight line at a velocity of 10 mph in a direction of 35 degree North of East, how far east have you traveled in 5 min?

What type of problem did you solve?

IBL2: For the following scenarios, explain what type of problem it is that needs to be solved.

Scientists hypothesize that PFAS chemicals in lawn care products are leading to an increase in toxic algae blooms in lakes during summer weather.

An engineer notices that a manufacturing machine motor hums every time the fluorescent floor lights are turned on.

The U.N. warns that food production must be increased by 60% by 2050 to keep up with population growth demand.

Engineers are working to identify and create viable alternative energy sources to combat climate change.

1.2 Practice Problems

Make sure all problems are written up using appropriate problem-solving technique and presentation.

The principle of conservation of energy states that the sum of the kinetic energy and potential energy of the initial and final states of an object is the same. If an engineering student was riding in a 200 kg roller coaster car that started from rest at 10 m above the ground, what is the velocity of the car when it drops to 2.5 m above the ground?

Archimedes’ principle states that the total mass of a floating object equals the mass of the fluid displaced by the object. A 45 cm cylindrical buoy is floating vertically in the water. If the water density is 1.00 g/cm 3 and the buoy plastic has a density of 0.92 g/cm 3 determine the length of the buoy that is not submerged underwater.

A student throws their textbook off a bridge that is 30 ft high. How long would it take before the book hits the ground?

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Blum, M. (2022). Engineering Problem-Solving. In: An Inquiry-Based Introduction to Engineering. Springer, Cham. https://doi.org/10.1007/978-3-030-91471-4_6

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FREE K-12 standards-aligned STEM

curriculum for educators everywhere!

Find more at TeachEngineering.org .

• TeachEngineering
• Problem Solving

Lesson Problem Solving

Grade Level: 8 (6-8)

(two 40-minute class periods)

Lesson Dependency: The Energy Problem

Subject Areas: Physical Science, Science and Technology

• Print lesson and its associated curriculum

Curriculum in this Unit Units serve as guides to a particular content or subject area. Nested under units are lessons (in purple) and hands-on activities (in blue). Note that not all lessons and activities will exist under a unit, and instead may exist as "standalone" curriculum.

• Energy Forms and States Demonstrations
• Energy Conversions
• Watt Meters to Measure Energy Consumption
• Household Energy Audit
• Light vs. Heat Bulbs
• Efficiency of an Electromechanical System
• Efficiency of a Water Heating System
• Solving Energy Problems
• Energy Projects

TE Newsletter

Engineering connection, learning objectives, worksheets and attachments, more curriculum like this, introduction/motivation, associated activities, user comments & tips.

Scientists, engineers and ordinary people use problem solving each day to work out solutions to various problems. Using a systematic and iterative procedure to solve a problem is efficient and provides a logical flow of knowledge and progress.

• Students demonstrate an understanding of the Technological Method of Problem Solving.
• Students are able to apply the Technological Method of Problem Solving to a real-life problem.

Educational Standards Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards. All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN) , a project of D2L (www.achievementstandards.org). In the ASN, standards are hierarchically structured: first by source; e.g. , by state; within source by type; e.g. , science or mathematics; within type by subtype, then by grade, etc .

Ngss: next generation science standards - science.

View aligned curriculum

Do you agree with this alignment? Thanks for your feedback!

International Technology and Engineering Educators Association - Technology

State standards, national science education standards - science.

Scientists, engineers, and ordinary people use problem solving each day to work out solutions to various problems. Using a systematic and iterative procedure to solve a problem is efficient and provides a logical flow of knowledge and progress.

In this unit, we use what is called "The Technological Method of Problem Solving." This is a seven-step procedure that is highly iterative—you may go back and forth among the listed steps, and may not always follow them in order. Remember that in most engineering projects, more than one good answer exists. The goal is to get to the best solution for a given problem. Following the lesson conduct the associated activities Egg Drop and Solving Energy Problems for students to employ problem solving methods and techniques. 

Lesson Background and Concepts for Teachers

The overall concept that is important in this lesson is: Using a standard method or procedure to solve problems makes the process easier and more effective.

The specific process of problem solving used in this unit was adapted from an eighth-grade technology textbook written for New York State standard technology curriculum. The process is shown in Figure 1, with details included below. The spiral shape shows that this is an iterative, not linear, process. The process can skip ahead (for example, build a model early in the process to test a proof of concept) and go backwards (learn more about the problem or potential solutions if early ideas do not work well).

This process provides a reference that can be reiterated throughout the unit as students learn new material or ideas that are relevant to the completion of their unit projects.

Brainstorming about what we know about a problem or project and what we need to find out to move forward in a project is often a good starting point when faced with a new problem. This type of questioning provides a basis and relevance that is useful in other energy science and technology units. In this unit, the general problem that is addressed is the fact that Americans use a lot of energy, with the consequences that we have a dwindling supply of fossil fuels, and we are emitting a lot of carbon dioxide and other air pollutants. The specific project that students are assigned to address is an aspect of this problem that requires them to identify an action they can take in their own live to reduce their overall energy (or fossil fuel) consumption.

The Seven Steps of Problem Solving

1.  Identify the problem

Clearly state the problem. (Short, sweet and to the point. This is the "big picture" problem, not the specific project you have been assigned.)

2.  Establish what you want to achieve

• Completion of a specific project that will help to solve the overall problem.
• In one sentence answer the following question: How will I know I've completed this project?
• List criteria and constraints: Criteria are things you want the solution to have. Constraints are limitations, sometimes called specifications, or restrictions that should be part of the solution. They could be the type of materials, the size or weight the solution must meet, the specific tools or machines you have available, time you have to complete the task and cost of construction or materials.

3.  Gather information and research

• Research is sometimes needed both to better understand the problem itself as well as possible solutions.
• Don't reinvent the wheel – looking at other solutions can lead to better solutions.
• Use past experiences.

4.  Brainstorm possible solutions

List and/or sketch (as appropriate) as many solutions as you can think of.

5.  Choose the best solution

Evaluate solution by: 1) Comparing possible solution against constraints and criteria 2) Making trade-offs to identify "best."

6.  Implement the solution

• Develop plans that include (as required): drawings with measurements, details of construction, construction procedure.
• Define tasks and resources necessary for implementation.
• Implement actual plan as appropriate for your particular project.

7.  Test and evaluate the solution

• Compare the solution against the criteria and constraints.
• Define how you might modify the solution for different or better results.
• Egg Drop - Use this demonstration or activity to introduce and use the problem solving method. Encourages creative design.
• Solving Energy Problems - Unit project is assigned and students begin with problem solving techniques to begin to address project. Mostly they learn that they do not know enough yet to solve the problem.
• Energy Projects - Students use what they learned about energy systems to create a project related to identifying and carrying out a personal change to reduce energy consumption.

The results of the problem solving activity provide a basis for the entire semester project. Collect and review the worksheets to make sure that students are started on the right track.

Learn the basics of the analysis of forces engineers perform at the truss joints to calculate the strength of a truss bridge known as the “method of joints.” Find the tensions and compressions to solve systems of linear equations where the size depends on the number of elements and nodes in the trus...

Through role playing and problem solving, this lesson sets the stage for a friendly competition between groups to design and build a shielding device to protect humans traveling in space. The instructor asks students—how might we design radiation shielding for space travel?

A process for technical problem solving is introduced and applied to a fun demonstration. Given the success with the demo, the iterative nature of the process can be illustrated.

The culminating energy project is introduced and the technical problem solving process is applied to get students started on the project. By the end of the class, students should have a good perspective on what they have already learned and what they still need to learn to complete the project.

Hacker, M, Barden B., Living with Technology , 2nd edition. Albany NY: Delmar Publishers, 1993.

Other Related Information

This lesson was originally published by the Clarkson University K-12 Project Based Learning Partnership Program and may be accessed at http://internal.clarkson.edu/highschool/k12/project/energysystems.html.

Contributors

Supporting program, acknowledgements.

This lesson was developed under National Science Foundation grants no. DUE 0428127 and DGE 0338216. However, these contents do not necessarily represent the policies of the National Science Foundation, and you should not assume endorsement by the federal government.

Last modified: August 16, 2023

Introduction to Industrial Engineering

(2 reviews)

Bonnie Boardman

Copyright Year: 2020

ISBN 13: 9781648169823

Publisher: Mavs Open Press

Language: English

Formats Available

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Learn more about reviews.

Reviewed by Polinpapilinho Katina, Assistant Professor, USC-Upstate on 5/21/21

The text covers all areas and ideas of the subject of industrial engineering appropriately and provides an effective index and/or glossary. However, the logical progressional of chapters could be aided by first providing the foundational... read more

Comprehensiveness rating: 4 see less

The text covers all areas and ideas of the subject of industrial engineering appropriately and provides an effective index and/or glossary. However, the logical progressional of chapters could be aided by first providing the foundational information (e.g., Systems Thinking) and then progressing into the core of industrial engineering.

Content Accuracy rating: 5

The text covers well the selected topics (i.e., Industrial Engineering, Teamwork, Problem Solving, Big Ideas in Industrial Engineering, Using Models, Deming’s 14 Points, People in the System, Systems Thinking, Lean Operations, The IE Approach, Organizations’ Missions, Visions, and Values, Lifelong Learning). An undergraduate student is provided enough details to grasp the fundamentals of IE and leave them wanting to know more about IE.

Relevance/Longevity rating: 4

The content of this textbook is the stake of current knowledge on the topics selected. Moreover, the book is written in such a manner that it can easily compare emerging topics (e.g., industrial vulnerability, industry 4.0). These could easily be included in Chapter 4. Any necessary updates will be relatively easy and straightforward to implement.

Clarity rating: 5

The text is written in accessible prose and provides adequate context for any jargon/technical terminology used, meaning that any undergraduate student should be able to understand the content and context. In any area that the student is not fluid, certainly, the instructor will be able to explain.

Consistency rating: 5

From the get-go, the text is internally consistent in terms of terminology and the IE framework. Words such as “system” and “safety” are defined in chapter 1 and are used consistently.

Modularity rating: 5

The text is easily and readily divisible into smaller reading sections assigned at different points within the course. In fact, many of the chapters are relatively small that they could be read and discussed in a short period of time.

Organization/Structure/Flow rating: 4

For a large part, the topics of the text are presented in a logical, clear fashion. However, the chapter on “systems thinking” should appear first to provide foundational information on systems/General Systems Theory before moving into Industrial Engineering.

Interface rating: 5

The text is well crafted and is without significant interface issues. The chapters are accessible, and one is clearly able to view images and charts.

Grammatical Errors rating: 5

The textbook does not contain any significant grammar and syntax issues

Cultural Relevance rating: 5

The text is culturally insensitive and does not contain offensive language.

Reviewed by David Olawale, Assistant Professor, University of Indianapolis on 4/23/21

I like the key concepts covered. They are critical to an IE and can be covered within a semester-long course. I particularly like the order of the topics. read more

I like the key concepts covered. They are critical to an IE and can be covered within a semester-long course. I particularly like the order of the topics.

The contents are accurate and there is proper attribution to the sources of information.

The content is fundamental and will not easily become obsolete. The organization of content is such that it will be relatively easy to update.

The language and writing style is very easy for anyone (first-year college student) to understand.

Consistency rating: 4

It would have been nice if there was a short introduction at the beginning of each chapter.

The chapters are relatively short.

Organization/Structure/Flow rating: 5

Interface rating: 4

It worked well.

Grammatical Errors rating: 4

Pg 3 - Minor grammatical errors e.g. “Certain words are show…” instead of 'shown'. Little error under Safety and Work Environment section: “The system should be changed to eliminate or reduce the change of that type of accident occurring.”

It is not culturally insensitive.

It would have been nice if there was a short introduction at the beginning of each chapter. Exercise should include some quantitative problems e.g. chapter 5 on Models.

Table of Contents

• 1. What is Industrial Engineering?
• 2. Teamwork
• 3. What is Problem Solving?
• 4. Big Ideas in Industrial Engineering
• 5. Using Models
• 6. Deming's 14 Points
• 7. People in the System
• 8. Systems Thinking
• 9. Lean Operations
• 10. The IE Approach
• 11. Organizations' Missions, Visions, and Values
• 12. Lifelong Learning

Ancillary Material

About the book.

This book was created for an undergraduate Introduction to Industrial Engineering course at The University of Texas at Arlington (UTA).  The chapters give an overview of the profession and an introduction to some of the tools used by industrial engineers in industry.  There are interactive content exercises included at the end of most chapters.  This interactive content aims to engage students in the content as they are reading.  The book will continue to revised and updated with new information as it becomes necessary.

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