Engineering Design Graphics as a Communications Tool for Mechanical Design: A Broader View

Abstract

Amongst the many skills required of newly graduated engineers is the ability to clearly communicate their designs and engineering analyses using both verbal and graphical languages.  The new ABET EC2000 criteria emphasize that students must have the ability to communicate effectively, (Engineering Accreditation Commission, 2001) but leave the interpretation of the outcomes that define effective communication to the individual programs.  It is desirable for the students to learn these communication skills in the context of their specific disciplines; therefore, the trend has been towards integration of writing exercises through design and laboratory reports in the engineering courses in addition to their courses in the humanities component.  Although much emphasis has been placed on the integration of both written reports and oral presentations into the core engineering curriculum, little has been said or done concerning the use of graphics as a communication medium.  It has been said that graphics is the language of engineering (Bertoline, et al., 1995).  Writing in the humanities does not depend heavily upon graphics.  Mechanical design, in particular, requires extensive use of graphics, not only conventional orthographic drawings, but also sketches, solid models, graphical representations of various analyses and experiments, prototypes, and other graphical and physical models to communicate design concepts and outcomes effectively.  This paper will present a review of the use of graphics tools by students in a sophomore level introductory mechanical design course and senior design projects with a focus on the use of graphical communication techniques and physical objects to develop and communicate design concepts.