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Foundations of Technology
Unit 4 Lesson 3: Reverse Engineering
File 4.3.3: Reverse Engineering Design Brief

Period:

Date:

Reverse Engineering Design Brief


Background

Knowledge gained through the reverse-engineering process can be applied to the


design of similar products and that capitalizing on successes and learning from the
shortcomings of existing designs is the objective of reverse engineering.

Design Problem

Reverse engineer a product. Develop an improvement or innovation to the product


based on your analysis.

Specifications

1. Complete the background questions


2. Document the reverse engineering process using the design folio or the
engineering design journal
3. Develop an improvement or innovation to the product based on your analysis
4. Create your product parts with improvements within Autodesk Inventor
5. Make an exploded view of the product.

Materials

Hand tools as appropriate

Step 1: In small groups, reverse engineering your product. Use the process demonstrated below to
document your work.

Prediction: What is the purpose of this product?


How does it work?

What market was it designed to appeal to?

List the design objectives for the product.

List the constraints which may have influenced the design.

2013 International Technology and Engineering Educators AssociationFoundations of Technology, Third


Edition /
Technology, Engineering, and Design

Observation (before you take it apart): How does the product work?
Overall, does the product meet the design objectives?

How does design influence the products function?

Disassemble: How does it work?


Document the process:
Image 1:

Image 2:

Image 3:

Image 4:

How is it made?

2013 International Technology and Engineering Educators AssociationFoundations of Technology, Third


Edition /
Technology, Engineering, and Design

Parts List:

Part Name

Quantity

Material

Function

Overall Dimensions

Core Technology

Were there any surprises as you disassembled the product?

Analysis: Carefully examine and analyze the subsystems within the product (i.e. structural, mechanical,
and electrical) and develop annotated sketches that include measurements and notes on each
component. Identify the design considerations, safety and controls. (Record your sketches in the space
below or in your engineering design journal.)
Sketch 1:

2013 International Technology and Engineering Educators AssociationFoundations of Technology, Third


Edition /
Technology, Engineering, and Design

Sketch 2:

Test: Carefully reassemble the product. Operate the device and record observations about its
performance in terms of functionality (operational and ergonomic) and projected durability.
Observations:

List the major flaws and major successes of the product.

2013 International Technology and Engineering Educators AssociationFoundations of Technology, Third


Edition /
Technology, Engineering, and Design

Step 2: Develop an improvement or innovation to the product based on your analysis.

Innovation: Identify any refinements that might enhance the products usefulness. Consider material
choice, manufacturing methods, safety, durability, usability.
Recommendation:

Justification:

Sketch:

2013 International Technology and Engineering Educators AssociationFoundations of Technology, Third


Edition /
Technology, Engineering, and Design

The following rubric will be used to assess your extension activity:

Category
Prediction

Observation

Disassembly

Analysis

Testing

Innovation /
Improvements

Below Target
The student does
not make or
makes an
unreasonable
prediction
concerning how
the product
should operate.
The student does
not make or
makes
unreasonable
observations
concerning how
the product was
designed.
The student
disassembles the
product and
records how
some of the
parts work.
The student
sketches and
records
information
about some of
the parts, their
sizes, and how
they are
designed and
work.
The student
reassembles the
product and
records some
observations
concerning
performance.
The student does
not recommend
an improvement
to the design.

At Target
The student makes a
reasonable prediction
concerning how the
product should operate.
The information is
recorded in the
Engineering Design Journal
or the folio.
The student makes
reasonable observations
concerning how the
product was designed. The
information is recorded in
the Engineering Design
Journal or the folio.
The student disassembles
the product and
documents how each part
works in the Engineering
Design Journal or folio.

Above Target
The student makes a reasonable
prediction concerning how the
product should operate, based on the
recorded analysis of the product and
their knowledge of how the product
functions. The information is recorded
in the Engineering Design Journal or
the folio.
The student makes reasonable
observations concerning how the
product was designed, based on
his/her knowledge of the intended
audience and knowledge of how the
product functions. The information is
recorded in the Engineering Design
Journal or the folio.
The student disassembles the product
documenting the process of
disassembly and how each part works
in the Engineering Design Journal or
folio.

The student accurately


sketches and annotates
information about the
parts, their sizes, and how
they are designed and
work in the Engineering
Design Journal or folio.

The student accurately sketches and


annotates information about the
parts, their sizes, and how they are
designed and work in the Engineering
Design Journal or folio. The student
incorporates isometric and
orthographic drawing as appropriate.

The student reassembles


the product and
documents how each part
works in the Engineering
Design Journal or folio.

The student reassembles the product


documenting the process of assembly
and how each part works in the
Engineering Design Journal or folio.

The student makes a


recommendation to
improve the product based
on their conclusions from
reverse engineering the
product. The
improvements are well
supported by the students
work. The student
accurately sketches and
annotates his/her idea and
work in the Engineering
Design Journal or folio.

The student makes a


recommendation to improve the
product based on his/her conclusions
from reverse engineering the product.
The improvements are justified by the
process and the improvements are
well supported by the students work.
The student accurately sketches and
annotates his/her idea and work in
the Engineering Design Journal or
folio and incorporates isometric and
orthographic drawing as appropriate.

2013 International Technology and Engineering Educators AssociationFoundations of Technology, Third


Edition /
Technology, Engineering, and Design