Draft of MANUSCRIPT

a First Lecture in Engineering Design 2nd edition

Rahmat Saptono

Rahmat Saptono

First Lecture in Engineering Design 2nd Edition

PREFACE
Unlike money, knowledge will not be depleted as it is dispersed. I believe, teaching is the best way of learning. Dissemination of our understanding, I believe, will invite new understanding. Any inputs and criticism will help us to recognize that little we had acquired and much have not been yet understood. I hope that the author is one that learns much from what he had written.

Bogor, 2008

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AUTHOR
The author is a non-specialist in both engineering education and design. He completed a 5-year study in Metallurgical engineering at the University of Indonesia in 1993 and started his career as a junior lecturer and training engineer at the university in 1995. He continued his study in 2001 and was awarded a Master of Science and Technology in Engineering Materials a year after from the UNSW, School of Material Science and Engineering. Since 1995 he has attended advanced trainings, courses, workshops, and seminars in the area of Metallography, Non-Destructive Testing, Laboratory Management as well as Linguistic and Pedagogic/Andragogic including hours of trainings in basic instructional skills, higher education facilitators, applied approach method for higher education lecturer, problem-based and collaborative learning. Moreover, attending various trainings, courses, and workshops managed by highly qualified instructors and training providers the author directly experienced how the pedagogical principles were made down to earth. His involvement in engineering design has only been started since 2003 when was managing a design class of 2 credit semester at the University of Indonesia, Department of Metallurgy and Material Engineering. During this short period he had presented three papers dealing with engineering design education in international conferences attended by both engineering and higher education society. Additionally, he has translated an engineering design textbook, prepared an original manuscript in engineering design, and received a teaching grant from the Ministry of National Education for developing an engineering design class.

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CONTENTS
PREFACE ....................................................................................................... ii AUTHOR ........................................................................................................ ii CONTENTS ................................................................................................... iii FIGURES ....................................................................................................... v TABLES ........................................................................................................ vii CHAPTER 1 INTRODUCTION.................................................................. 8 1.1 Motivation ........................................................................................ 8 1.2 Engineering Design in Brief .......................................................... 11 1.3 Formal Methods in Design ............................................................ 15 1.4 Approach in Teaching and Learning Design ................................ 17 References ................................................................................................. 21 CHAPTER 2 TEAM BUILDING AND GROUP DYNAMICS ................. 23 2.1 What is a Team? ............................................................................ 24 2.2 Team Building................................................................................ 26 2.3 Group Dynamics ............................................................................ 31 2.3.1 Exchange of Information ........................................................ 32 2.3.2 Leadership .............................................................................. 33 2.3.3 Team Meeting ......................................................................... 34 2.3.4 Conflict Resolution ................................................................. 37 References ................................................................................................. 37 CHAPTER 3 MANAGING DESIGN ........................................................ 39 3.1 Design Project ................................................................................ 40 References ................................................................................................. 41 CHAPTER 4 PROBLEM IDENTIFICATION .......................................... 42 4.1 Introduction ................................................................................... 42 4.2 Finding Problems ........................................................................... 42 4.3 Defining the Problem..................................................................... 47 References ................................................................................................. 52 CHAPTER 5 INFORMATION RETRIEVAL ........................................... 53 CHAPTER 6 DESIGN SPECIFICATION ................................................ 57 6.1 Writing Product Design Specification (PDS) ................................ 57 6.2 Improving Product Design Specification (PDS) ............................ 60 References ................................................................................................. 62 CHAPTER 7 CREATIVITY ...................................................................... 63 7.1 Introduction ................................................................................... 63 7.2 Roots of Creativity ......................................................................... 64 7.3 Aids to Creativity ........................................................................... 67 7.4 Necessity of using both faculties of thinking in design process ... 72 References ................................................................................................. 73 CHAPTER 8 CONCEPTUAL DESIGN .................................................... 74 8.1 Introduction ................................................................................... 74 8.2 Generating Solutions ..................................................................... 76

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8.3 Evaluating Solutions, Finding the Best Solution ......................... 78 8.4 Simultaneous Conceptual Design Process .................................... 82 References ................................................................................................. 83 CHAPTER 9 DETAILED DESIGN .......................................................... 84 9.1 Introduction ................................................................................... 84 9.2 Analysis, Modeling, and Optimization.......................................... 86 9.3 Material and Process Selection ..................................................... 95 9.4 Fail-Safe Design (Design for Liability) and Robust Design (Design for Reliability) ......................................................................................... 107 9.5 Design for Manufacture, Assembly, Disassembly, Service, and Piece-Producibility.................................................................................. 110 9.6 Design for Affordability, Costing ................................................ 115 9.7 Computer Tools in Post Conceptual Design ............................... 117 References ............................................................................................... 120 CHAPTER 10 DESIGN COMMUNICATION ...................................... 122 10.1 Communication in Design Process .............................................. 122 10.2 Communicating the Results ........................................................ 125 10.2.1 Oral Communication ............................................................ 126 10.2.2 Written Communication ....................................................... 127 10.2.3 Drawing as a Means of Technical Communication ............. 130 References ............................................................................................... 132 CHAPTER 11 ETHICS.......................................................................... 133 Kode Etik Insinyur Indonesia Catur Karsa Sapta Dharma Insinyur Indonesia ............................................................................................... 134 Faith of Engineer.................................................................................... 135 References ............................................................................................... 139

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FIGURES
Figure 1-1 Total Design Core (After Ref. [10]) ........................................... 17 Figure 1-2 Model of Learning ..................................................................... 19 Figure 2-1 Crowd in a stadium................................................................... 25 Figure 2-2 Group Activities ........................................................................ 28 Figure 2-3 Stages of Team Development ................................................... 29 Figure 2-4 Communication and Flow of Information in a Group .............. 32 Figure 2-5 Ideal Setup of Team Meeting ................................................... 35 Figure 2-6 Structure of Team Meeting....................................................... 36 Figure 2-7 A Minute of Meeting Form ........................................................ 36 Figure 4-1 A group activity for finding problems ...................................... 44 Figure 4-2 An example of simple bug revealed from a group activity ...... 44 Figure 4-3 Examples of top down project briefs employed in an isolated engineering design class of junior level students ................................ 45 Figure 4-4 Triumvirates in Engineering Design Practices ........................ 46 Figure 4-5 Propane and Butane Cylinders (Courtesy of Calor) ................. 51 Figure 4-6 Main Components of a Typical Steel Gas Cylinder (courtesy of Calor) ..................................................................................................... 52 Figure 5-1 An example of first searching strategy for A Portable LP-gas Container Design Brief (Figure 4-3) .................................................... 56 Figure 6-1 PDS in Total Design Core .......................................................... 58 Figure 6-2 Specification or PDS writing is a prior step toward solutions 58 Figure 6-3 Information Search and Analysis prior to Formulation of Specification (PDS Writing) ................................................................. 59 Figure 6-4 Information Search Area for PDS Writing .............................. 59 Figure 6-5 General Information Analysis .................................................. 60 Figure 7-1 Creativity is more related to the right brain that specializes on random, disordered, intuitive, and holistic thinking .......................... 65 Figure 7-2 Alternated use of right and left brain in design process (after Ref. [4]) .................................................................................................. 73 Figure 8-1 Divergent and Covergent Phase in a (Linear) Conceptual Design Stage ......................................................................................... 75 Figure 8-2 Simultaneous Divergent and Covergent Phase in an (Iterative) Conceptual Design Stage ...................................................................... 76 Figure 8-3 Examples of concept presentations made by students ............ 78 Figure 8-4 Controlled Convergence Matrix proposed by Pugh [7] ............ 83 Figure 9-1 Conceptual, Embodiment, and Detailed Design ...................... 86 Figure 9-2 Functional Analysis of the Technical System (After Ref. [2]) .. 88 Figure 9-3 Structure Decomposition, Approach to Technical System Analysis, (After Ref. [2]) ....................................................................... 88 Figure 9-4 Scheme drawing of the best concept and simple analysis on the Concept to understand the basic principle performed by a group of students ................................................................................................. 89 Figure 9-5 Input-output system of a water dispenser ................................ 90

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Figure 9-6 Simplified drawing of a hot water tank .................................... 90 Figure 9-7 Functions, Objectives, Constraints Analysis for the Material Selection of Insulating Shell................................................................. 91 Figure 9-8 Mathematical Model for the Selection of Materials for Insulating Shell..................................................................................... 92 Figure 9-9 Optimization for Selecting Insulating Shell Material ............. 94 Figure 9-10 Selection procedure for bought out component (After Ref. [9]) ............................................................................................................... 95 Figure 9-11 Material, Function, Shape, and Process ................................ 98 Figure 9-12 General Strategy for Material Selection (After Ref. [2]) ....... 99 Figure 9-13 Taxonomy of the Kingdom of Materials and Their Attributes (After Ref. [2]) ..................................................................................... 100 Figure 9-14 Optimum Design ................................................................... 100 Figure 9-15 Evaluation Matrix .................................................................. 101 Figure 9-16 Scaled Property Formula ...................................................... 102 Figure 9-17 Weighted Property Index ....................................................... 102 Figure 9-18 General Strategy for Process Selection (After Ref. [2]) ....... 103 Figure 9-19 Materials and Processes [13] ................................................ 104 Figure 9-20 Scales for Rating the Manufacturing Process (After Ref. [18]) ............................................................................................................. 105 Figure 9-21 Two approaches in Materials and Process Selection ............ 106 Figure 9-22 Causes of Uncertainties ........................................................ 108 Figure 9-23 Methods for Addressing Uncertainties ................................ 108 Figure 9-24 Design factor and factor of safety for linear stress-load relation ................................................................................................ 110 Figure 9-25 Re-design for manufactured plastic products made by a particular process (After Ref. [13]) ..................................................... 113 Figure 9-26 Re-design for castability, sharp corners are reduced to avoid defects (After Ref. [13]) ....................................................................... 114 Figure 9-27 Roles of computer tools in design .......................................... 117 Figure 9-28 Traditional PDP (After Ref. [15]) .......................................... 118 Figure 9-29 Predictive Engineering PDP (After Ref. [15]) ...................... 119 Figure 10-1 Communication ...................................................................... 122 Figure 10-2 Communication in Design Process ....................................... 123 Figure 10-3 Design Interfaces .................................................................. 124 Figure 10-4 Formal Design communication.............................................. 125 Figure 10-5 Report Writing ...................................................................... 128 Figure 10-6 Drawing in Design Process After Ref. [1] ............................ 131

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TABLES
Table 1 Checklist of Functional Statements for Activity 1 ....................... 51 Table 2 Samples of Improved PDS ............................................................. 61 Table 3 Vertical Distinction between horizontal and vertical thinking [1] ............................................................................................................... 66 Table 4 Table for Weighting and Rating Method ...................................... 80 Table 5 Table for Evaluating Criteria ......................................................... 81 Table 6 Table for Datum Method ................................................................ 82

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CHAPTER 1 INTRODUCTION
1.1 Motivation
There have been many text books in our bookshelves dealing with engineering design and even more are available in the libraries. Many scholars and practitioners from various engineering disciplines had been engaged in this area and many are keeping in touch with this interesting subject. Why there is always a call for writing another textbook on engineering design? There is no simple answer for this question but each reflects the worth of this subject. Design is the essence of engineering and hence it should also be the corner stone of engineering education. Moreover, design is a fruitful study. There is always a new facet found in studying, doing, and teaching design, and there is always a passion and pleasure to share our recent understanding and experience on design. Each book we found is unique, reflecting a particular viewpoint, knowledge and experience of its author(s). Despite engineering design is the corner stone of engineering education, it is not always easy to manage this important subject. In such disciplines as metallurgy and material engineering, it is even more challenging to find the importance and relevance of this subject in the curriculum. Metallurgy and Material are unique disciplines that can be placed in either science or engineering disciplines. To make clear that they are both engineering disciplines, it is important to put engineering design at the corner. The author is one of metallurgical engineering graduates who had never learnt engineering design (as a particular subject) during his periods of study, and it is interesting to share that his very short involvement in learning and teaching engineering design since 4 years ago had shifted his paradigm in studying and teaching materials. Furthermore, the author was also motivated by Prof. Dieter [1,2] and Prof. 8

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Ashby [3,4] whose great textbooks on engineering design and materials selection are very inspiring. design for many years. By this time, engineering design has been adopted in almost all engineering curriculum all over the world, including metallurgy and material engineering disciplines [5]. The author is one who strongly Engineering and believes that engineering design should be taught in engineering education independently regardless the disciplines. design are like the two sides of a coin that cannot be detached each other. Design is both the practice of engineering profession and the corner stone of engineering education. Design, at the simplest, is a general problem solving process, whereas engineering, in essence, is a discipline that employs (mostly) math and natural sciences to solve the (technical) problems effectively and efficiently for better life. Therefore, it is not too much to say that design is the attribute of both engineering profession and education, the essence of engineering. Design is the unique attribute of engineers that makes them obviously differed from scientists. It is interesting to reveal an illuminating statement of Theodore von Karman cited in one of Engineering Design Textbooks already available in our shelves [6]. Scientists look at things They were both initially coming from metallurgy and material disciplines and had been engaged in engineering

that are and ask why; engineers dream of things that never were and ask why not. Engineering involves more than discovering a new thing that
had been already existed in nature, analysing observable facts, and understanding why such phenomena exist. It deals with the creation and development of something that had not been already existed. Synthesis is one of the most important attributes that engineer should have and develop. It is dealing with the ability of pulling together components into a whole that works. The author believes that this capacity cannot be optimally cultivated and developed unless such conditions are provided. Design provides a plenty of space in developing this capacity without departing from the context of profession. In engineering design synthesis
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is particularly called and developed in the creative phase where as many as solutions are generated within a specified frame work to meet the problem that had been previously defined. Design is technology since it responses to a basic need involving people and organization. Design is neither for the sake of curiosity nor for science itself, independent of its practical uses. Science, however, should not be overlooked since it had valued technology by transforming it from a compendium of empirical knowledge into a practical result of the ideas of science [7]. Design is a rich study. Design problem is usually complex and involving many disciplines. There is a lot of knowledge, skills, and attitude required to solve a particular design problem, and much more may be gained and developed as our works progress. Generally speaking, the knowledge associated with the design process can be divided into three parts. The first part (1) is the knowledge about general design methodology, the second part (2) is the general knowledge of engineering disciplines, and the third part (3) is the specific knowledge that is particularly related to the object being designed. It is almost impossible to write a comprehensive textbook of engineering design. It is even more impossible for a non specialist who has very It is not the purpose limited involvement in engineering design to write a book that meets the minimum standard of most engineering textbooks. of the author to write a high standard textbook in engineering design as many have already done. It is more likely a first compilation of knowledge and experience during his very short involvement in learning, teaching, and developing this subject for only three years at the University of Indonesia. The important added values of this book are because it has been written by a non-specialist in engineering design and non-native in the language of instructions. I hope that this book will provide clear guidance and direction when a new comer is faced up to a design problem and does not know how to start with a blank paper in hand.

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1.2 Engineering Design in Brief

Despite we have been familiar with the term of design and used previously in our discussion, we have not yet specified the engineering design we are going to explore throughout this book. In many dictionaries, design is simply defined as to fashion after plan. In Cambridge International Dictionary of English [8] design was defined as to make or draw something whereas designer is denoted as a person who imagines how something

could be made and draw plans to for it. For our purpose, however, this
definition is not sufficient in explaining what design is. There are so many definitions of design we found in the textbook and attempt has been made to provide a short and snappy definition. One of the definitions of engineering design made by SEED Ltd. (Sharing Experience in Engineering Design) cited in Ref. [9] is depicted in the following paragraph.

Engineering design is the total activity necessary to establish and define solutions to problem not solved before, or new solutions to problems which have previously been solved in a different way.
This definition has provided better explanation of activities performed in engineering design. It can be seen from the definition that, in essence, design is a general problem solving process involving chiefly the definition of the problem and the establishment of solution(s). The emphasis here is on the establishment of solutions that involve the generation and evaluation of solutions (problem solving and decision making). The problem can be either a new problem that has not been already stated or that had been already defined and solved differently. This definition has involved both static and dynamic aspects of design. Dynamic or innovatory design is usually involving finding a new problem or redefining it whereas static or conventional design is more focusing on the improvement or refinement of solutions. For innovatory design problem definition is much important than that in static. The solutions we generate and find are highly dependent on how we define, clarifying, and 11

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finding the problem. Therefore, the innovative design provides more space for practicing and developing synthesis capacity. Unlike a scientific problem, which mostly has an exact problem, a design problem is open-ended. No single exact solution is provided, even for a problem that has been clearly defined. The open-ended nature of engineering design calls students to use smartly their left and right brain as they have to switch their thinking continuously from deductive analytical to associative creative. Design problem is usually complex so that many expertises, knowledge and information are called to solve the problem. In nowadays situations, a multidisciplinary team, a group of engineering and non-engineering specialists from various disciplines, is often employed in design. The exchange of knowledge and information among the member is often very dynamic. In more complex situations, it is even difficult to define the roles of each discipline that are often overlapped. There are many activities that must be done in engineering design. A very short brainstorming activity in class consisting of 40 students had provided enormous list of activities that had been in the head of those inexperienced designers. Having grouped similar activities or activities that are closely related in order, we may learn such important pattern of activities. We are trying now to find the core of activities in Engineering Design. The very earlier stage of design process involves (1) the recognition of need. The next stage is (2) the clarification of the need so that a clear problem statement is defined. In this stage the analytical thinking skill is very important in generating a clear problem statement from the state of the arts. It is interesting to find that in many cases, we failed to find out best solution(s), not due to the failure in generating and evaluating solutions but because of our success in finding solutions for the wrong (ill-defined) problem. The next stage is (3) the establishment and definition of solution(s) that involves the generation and evaluation of solutions toward a best/final solution. This stage often named the

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conceptual stage.

Concept generation is often recognized as the most This third stage also calls for

interesting phase of design process where our creativity, horizontal thinking and synthesis are challenged. analytical thinking, which is particularly employed in evaluating the concepts having generated. Recently, a technique had been developed to allow synthesis and analysis used simultaneously during this conceptual stage. It is clear from the three first stages that design is a general problem solving process. The next stage that follows is (4) embodiment design. In this stage, we start to shape more concrete object. It is a stage where we are starting to deal with the development of selected concept (best solution) involving analysis and modelling, optimization, materials and process selection. This phase is sometimes called the preliminary design stage. The output of this stage is a tentative scheme drawing along with supporting documentations. The next stage that is often detached from the previous stage is (5) detailed design. In this stage we analyse the concept in further details, in the level of components or sub sub-systems. The output of this stage is a series of productions drawing along with documentations. The blue print is produced in this stage. The final stage of design process is (6) design communication. It is known that design involves many peoples depending upon the complexity of problem and type of organizations. Basically there are three parties deal with design practice. The first party is designer, the second party is client, and the third party is user or customer. Design should not be considered to finish until the solutions is reported to the client. It is debatable where the responsibility of a designer ends. Some believe that the process should not be considered to finish until (6a) the production of prototype, (6b) the manufacturing of products, and (6c) the release of the products to market. communicated. Some others believe that the responsible is vanished when the problem is solved and the result is

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From previous discussion, it seems that the process of design is sequential so that all activities can be strictly divided into steps in order that are clearly recognized. In most design practices, it is not the case. Design activities are not easily fragmented into separated stages or phases. Overlapping is sometimes recognized. Design is not such logic and mechanistic processes that can be easily represented by a mathematic or algorithm formula. As the process progress new information is gained, our understanding is enhanced and situations may alter. Despite a systematic way is followed while progressing toward solution back tracking is often required. Design process is iterative in nature. Another important characteristic of design is accumulative. The prior stages will affect the following stages, and hence the final result. Design reviews are therefore required to avoid the accumulative blunder. It was revealed that design is a general problem solving process that is the nature of engineering practices. Traditionally, engineer or designer is shaped by the technological experience in solving the real-life problem using chiefly the knowledge of science and mathematic. An experienced engineer or designer can usually perform a design task as expected based upon the internalized experience. The more hours they involve the more effective and more efficient they perform the task. For a newcomer, however, the complexity of design problem may lead to such difficulties. Today, most engineers come from the formal engineering education instead of the real life school of engineering. New students in design, or even engineering fresh graduates, may not know how to start when they are first faced with a design problem. In engineering education we may need to formalize all technological experience gained from the practices of engineering in a systematic way so that it can be transferred more effectively and efficiently. The formalization of the design practices has produced many methods. In addition to the methods, many tools have also been provided to help designers work more efficiently, involving expert systems, mathematical modeling and advanced optimization techniques. The development of computer and information technology has
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even enabled them to work much more efficient.

In addition to the

internalization of design practices, design methods can also be developed from the externalization of design thinking. Some have combined the two approaches in developing such powerful methods and tools. It should, however, be appreciated that methods and tools cannot replace the role of designers in understanding the problems and entirely performing the design tasks.

1.3 Formal Methods in Design

The need of formal methods in engineering design has been recognized although it is not easy to formalize a process that is complex, open-ended, and iterative in nature. From the viewpoint of engineering education, the establishment of a formal methodology is even more critical. A methodology may function as an important guidance when students or novice designers are first confronted to a design problem or a project brief. Despite the essence of design is a problem solving process, design methods may vary dependent greatly upon (1) subject, (2) object, and (3) approach. Knowledge and experience will have an effect on the stress given on the method. Industrial background will give emphasize on people and organization as well as the market and economy. Some may give more credit on aesthetics and ergonomics. Manufacturing background will more concern on the production of prototype, the final and complete manual of product manufacturing. Materials background may stress on the detailed design where the material and process selection are performed in great details. It can be seen clearly that background and purpose may affect to the characteristic of a particular method. It may give a particular stress on market, conceptual design, or detail design. The method may also vary dependent upon the type of artefact being designed. A method may be more applicable in designing process and others may be more suitable for designing system, materials, engineering products, arts, buildings or construction. Traditionally, it is easy to relate

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the artefact being designed with a particular (engineering) discipline. A building for example, has been obviously the area of civil engineers. In nowadays situation, however, the boundaries between disciplines are blurred and the multidisciplinary team of engineers may involve in a single artefact. Designing a smart building, for example, will involve a control engineer, system engineer, or software engineer more intensely. Approaches in establishing a formal method may be basically divided into two categories. First, a method may be an internalization of design practices and experience. On the other hand, a formal method may also be provided as an externalization of knowledge, theory, or understanding that may have not yet been implemented. Some make a combination of the two poles. It should be bear on mind that a formal method is not a rigid procedure that have to be followed blindly in any situations. Instead, it should be positioned and use as a guidance that gives a lucid direction for one who either does not know how to start with or become disoriented in the way. An experienced designer may not use any formal method as it has been his habit or daily routine. Some may even judge a formal method as a barrier towards a great achievement. Some formal design methods may emerge from the industrial practices whereas the others may be established in engineering education. Generally speaking, industries generally deal with total design, the holistic approach, as their main purpose is to deliver products that meet the market needs. On the contrary, engineering educations more concern to partial design, the technical approach reflecting their concern in constructing engineering competencies. Total design, which is also named as PDP (Product Development/Delivery Process), is one of the approaches that have been the concern of industry as well as engineering education. Total design is defined as The

systematic activity necessary from the identification of the market/user

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need to the successful product, to satisfy that need that encompasses product, process, people, and organization [10].
A comprehensive reading on total design method, which is also named a Pugh method referring to the initiator, is provided in Ref. [10].
F akultas T eknik U niversitas I ndonesia - 2 0 0 6
R a h m a t S a p t o n o

Market

Specification
Product Process

Concept Design
PDS

Detail Design

People

Organization

Manufacture

Sell
76

Figure 1-1 Total Design Core (After Ref. [10])

1.4 Approach in Teaching and Learning Design

Engineering design methods had been taught in many engineering disciplines for many years as either a part of engineering subject or a particular subject within an engineering curriculum. It may be delivered as a discipline-oriented subject that may vary from discipline to discipline or taught as a multidisciplinary subject. Despite approach and methodology of engineering design revealed in many textbooks and learnt from engineering education experience may vary [1,9-13,2,14-16] the general principles are always essentially similar. engineering design is a problem solving process. decision-making. At the simplest Their activities will

generally involve problem analysis, development of solutions, and

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It is possible to fly without motors, but not without knowledge and skill.
(Wilbur Wright)

Design is a rich study that deals with multifaceted skills and attitude in addition to knowledge. In higher education, most engineering design courses are designed and delivered as a project-based course. Previous experience showed that the project-based approach had more effectively developed knowledge, skills and attitudes that might not be fruitfully developed in the traditional learning process. More opportunities are provided for students to master other abilities over and above their basic technical competence. Generally speaking, there are three basics aspects that may be developed in a project-based design class [11]. situation. The first aspect is the ability to use a formal design method in a near real life The second aspect is the ability to manage a design project Another important aspect of the project-based within the time frame.

design class is group dynamics. Project-based approach, which is traditionally implemented in engineering design education, may also involve problem-based learning (PBL) in addition to experiential learning (EL). Those approaches of learning have been developed independently in higher education. One of the approaches in learning that had been originally initiated and established in Higher Education is PBL. Despite the PBL approach and the nature of engineering profession are identical, both were emerged from different poles. The correlation between the PBL and engineering profession has been revealed in Ref. [17,18].

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Figure 1-2 Model of Learning

It was revealed that engineering design is generally and more effectively taught as a project-based course. Although project-based design is ideally taught in senior level, it may be also taught in junior level, as our experience at the University of Indonesia. Recent experience [19] also revealed that projects could be used to develop a problem-based approach for freshmen engineering. Ref. [19] also provided the sample system for the area of general problem solving that identified the different performance benchmarks of freshman, sophomore, junior, and senior students for the same behavioural objectives. From the viewpoint of design practice, there are some methods that may be employed in engineering higher education either in isolated or nonisolated environment. Generally speaking, the design practice in industry is oriented to the product development, which is known as a total design approach. In other words industry generally more concerns with the total design. In engineering higher education practice, design is generally taught partially in separated subject, to achieve the engineering competence. Despite this approach may promote a deep learning, it does not give a comprehensive understanding of the design process as a whole.

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The most important phase that may be overlooked is the divergence phase where the synthesis capacity, the horizontal or lateral thinking, is explored optimally. Total design approach has been adopted in higher engineering educations. In the UK this approach has been commonly employed in multidisciplinary engineering design classes, as revealed in some SEED publications. Other engineering education institutions have also independently developed a method, which also gives stress on conceptual development phase. These approaches seem to be fruitful to introduce the complexity of design in real life situations, including people and organizations. Some practical adjustments have been made to maintain its effectiveness based upon the time frame and students characteristic. One adjustment that had been used is to simplify design process, which is complex and iterative in nature, in a linear model. Not only does design deal with knowledge, it also develops many skills and attitudes. Experience is one of the best ways to acquire skills, which may also be employed to cultivate knowledge and attitudes. A well designed experience is expected to shorten the learning curve of engineering designers. Applying a new knowledge acquire will give emphasis to the acquisition of knowledge while experience itself can be utilized to acquire new knowledge. The old philosophy of learning had denoted the important of learning by doing. I heard then I forget, I saw then I remember, I did then I understand. The way of using experience is more likely dependent on whether design is seen as a science or art. Design is also a rich study in term of extensive information engaged and extensive resources utilized. Resources in a particular way can also be Knowledge management used to promote and develop learning process.

and the ability to find, locate, analyse and use information are very important. A lecturer, who may act as an expert, facilitator, client, or a member of class and team, I believe, is very central in accelerating or even prohibiting the learning process. A success story of a design class may not

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always be imitated in another class. The lecturer, I believe, should always adjust their roles to a particular situation. Inappropriate roles of the lecturer in a particular situation may be a reason for the success lecturer becoming malfunctions. The students may be even unhappier. Finally, whatever the result is, students should learn greatly from the process they involve. All credits should be fairly given to students who have made effort for their success. Mistakes, despite it may be contributed by a malfunctioned lecture, should not all be blamed to this humbled lecture as student is the subject of learning to whom the learning process was designed and dedicated. I am not a soccer coach, I am a facilitator for talent (Carlos Alberto Parreira, Brazil Coach 2006, The Jakarta Post, June 8 2006)

References
1. George E. Dieter. Engineering Design. A Materials and Processing Approach 2nd ed., McGraw-Hill, Inc., 1991. 2. George E. Dieter. Thoughts on the Senior-Level Design Experience Design Education, in M.E. Schlesinger and D.E. Mikkola (ed.) Mechanical and Materials Engineering, The Minerals, Metals and Materials Society, 1993, pp.151-172. 3. Michael F. Ashby. Materials Selection in Mechanical Design, 2 nd ed., Butterworth-Heinemann, Oxford, 1999. 4. Y. Brechet, et.al. Challenge in materials and process selection, Progress in Material Science 46 (2001) 407-428. 5. ABET, Criteria for Accrediting Engineering Program, Effective for Evaluations During the 2000-2001 Accreditation Cycle Incorporates all changes approved by the ABET Board of Directors as of November 1, 1999, Engineering Accreditation Commission, Accreditation Board for Engineering and Technology, Inc., Baltimore, 1999. 6. Andrew Samuel and John Weir. Introduction to Engineering Design, Modelling, Synthesis and Problem Solving Strategies, ButterworthHeinemann, Oxford, 1999. 7. M. Ali Kettani. Islam, Science, Technology, IFSTAD Publication No.3, Canada, 1982. 8. Cambridge International Dictionary. 9. Ken S. Hurst. Engineering Design Principles, Arnold, London, 1999.

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