Ch.4 Product Design Full Test Bank - Operations Management 2e Canadian Test Bank by Roberta S. Russell. DOCX document preview.
CHAPTER 4
PRODUCT DESIGN
CHAPTER LEARNING OBJECTIVES
1. Provide an overview of each step of the product design process and describe the three types of concurrent designs. New products and services enhance a company’s image, invigorate employees, and help a firm to grow and prosper. The design process begins with ideas formulated into a product concept. Once a product concept passes a feasibility study, designers develop and test prototype designs based on provided performance specs. For selected prototypes, design and manufacturing specs are taken through a pilot run where the design is finalized and the planning for product launch begins.
Concurrent design involves the simultaneous design of products and processes by design teams. The three types of concurrent design are form, functional, and production design. Form design refers to the physical appearance of a product. Aesthetics such as image, market appeal, and personal identification are also part of form design. Functional design is concerned with how the product performs. Three performance characteristics considered are reliability, maintainability, and usability. Finally, production design is concerned with how the product will be made.
2. Discuss several computer aided systems available for the design of new products and their related production processes. Computer-aided design (CAD) assists in the creation, modification, and analysis of a design. Basically, CAD and its related technologies produce better designs faster. It includes related technologies such as computer-aided engineering (CAE), computer-aided manufacturing (CAM), and collaborative product design (CPD).
3. Use two techniques for analyzing design failures and one technique for eliminating unnecessary design features. Before finalizing a design, a company should follow formal procedures for analyzing possible failures and rigorously assessing the value of every part and component. Three such techniques are failure mode and effects analysis, fault tree analysis, and value analysis. Failure mode and effects analysis (FMEA) is a systematic approach to analyzing the causes and effects of product failures. Fault tree analysis (FTA) is a visual method of analyzing the interrelationship among failures. Value analysis (VA) (also known as value engineering) aims to eliminate unnecessary features and functions in product designs.
4. Explain why and how each step of the product lifecycle can be changed for improved environmental stewardship and provide examples of programs that support green efforts. Design for environment (DFE) involves many aspects of design, such as designing products from recycled material, reducing hazardous chemicals, using materials or components that can be recycled after use, designing a product so that it is easier to repair than discard, and minimizing unnecessary packaging. It extends across the product lifecycle from raw material sourcing to manufacturer to consumer use and end-of-life recycling, re-use, or disposal.
5. Use quality function deployment as a design tool. Quality function deployment (QFD) translates the voice of the customer into technical design requirements. QFD uses a series of matrix diagrams that resemble connected houses. The first matrix, dubbed the house of quality, converts customer requirements into product-design characteristics. The house of quality has six sections: a customer requirements section, a competitive assessment section, a design characteristics section, a relationship matrix, a trade-off matrix, and a target values section. This tool can be used to improve design.
TRUE-FALSE STATEMENTS
1. Product design has a tremendous impact on the quality of a manufactured good or service.
Difficulty: Easy
Learning Objective: Provide an overview of each step of the product design process and describe the three types of concurrent designs.
Section Reference: 4.1 The Design Process
Blooms: Knowledge
AACSB: Reflective Thinking
2. An effective design process matches product characteristics with customer requirements.
Difficulty: Easy
Learning Objective: Provide an overview of each step of the product design process and describe the three types of concurrent designs.
Section Reference: 4.1 The Design Process
Blooms: Knowledge
AACSB: Reflective Thinking
3. The design process begins with understanding the customer and identifying customer needs.
Difficulty: Easy
Learning Objective: Provide an overview of each step of the product design process and describe the three types of concurrent designs.
Section Reference: 4.1 The Design Process
Blooms: Knowledge
AACSB: Reflective Thinking
4. Comparing a product or process against the best-in-class is known as benchmarking.
Difficulty: Easy
Learning Objective: Provide an overview of each step of the product design process and describe the three types of concurrent designs.
Section Reference: 4.1 The Design Process
Blooms: Knowledge
AACSB: Reflective Thinking
5. Comparing a product or process against the best-in-class is known as reverse engineering.
Difficulty: Easy
Learning Objective: Provide an overview of each step of the product design process and describe the three types of concurrent designs.
Section Reference: 4.1 The Design Process
Blooms: Knowledge
AACSB: Reflective Thinking
6. Dismantling and inspecting a competitor’s product to identify design features that might be used to improve your own product is known as reverse engineering.
Difficulty: Medium
Learning Objective: Provide an overview of each step of the product design process and describe the three types of concurrent designs.
Section Reference: 4.1 The Design Process
Blooms: Knowledge
AACSB: Reflective Thinking
7. Creating preliminary design models, that are quickly tested and either discarded or further refined, is known as rapid prototyping.
Difficulty: Medium
Learning Objective: Provide an overview of each step of the product design process and describe the three types of concurrent designs.
Section Reference: 4.1 The Design Process
Blooms: Knowledge
AACSB: Reflective Thinking
8. Form design refers to the physical appearance of a product.
Difficulty: Easy
Learning Objective: Provide an overview of each step of the product design process and describe the three types of concurrent designs.
Section Reference: 4.1 The Design Process
Blooms: Knowledge
AACSB: Reflective Thinking
9. A product’s reliability is a function of the reliabilities of its component parts but not a function of how those parts are arranged.
Difficulty: Medium
Learning Objective: Provide an overview of each step of the product design process and describe the three types of concurrent designs.
Section Reference: 4.1 The Design Process
Blooms: Knowledge
AACSB: Reflective Thinking
10. To increase system reliability, redundant parts can be built to back up a failure.
Difficulty: Easy
Learning Objective: Provide an overview of each step of the product design process and describe the three types of concurrent designs.
Section Reference: 4.1 The Design Process
Blooms: Knowledge
AACSB: Reflective Thinking
11. Products assembled in modules can be easier to repair and maintain.
Difficulty: Easy
Learning Objective: Provide an overview of each step of the product design process and describe the three types of concurrent designs.
Section Reference: 4.1 The Design Process
Blooms: Knowledge
AACSB: Reflective Thinking
12. One quantitative measure of maintainability is mean time to repair (MTTR).
Difficulty: Easy
Learning Objective: Provide an overview of each step of the product design process and describe the three types of concurrent designs.
Section Reference: 4.1 The Design Process
Blooms: Knowledge
AACSB: Reflective Thinking
13. Modular design is one way to gain the benefits of standardization without losing the advantage of variety and uniqueness.
Difficulty: Medium
Learning Objective: Provide an overview of each step of the product design process and describe the three types of concurrent designs.
Section Reference: 4.1 The Design Process
Blooms: Knowledge
AACSB: Reflective Thinking
14. Establishing multifunctional design teams can help reduce the time-to-market.
Difficulty: Easy
Learning Objective: Provide an overview of each step of the product design process and describe the three types of concurrent designs.
Section Reference: 4.1 The Design Process
Blooms: Knowledge
AACSB: Reflective Thinking
15. Concurrent design may involve simultaneously designing products and their production processes.
Difficulty: Easy
Learning Objective: Provide an overview of each step of the product design process and describe the three types of concurrent designs.
Section Reference: 4.1 The Design Process
Blooms: Knowledge
AACSB: Reflective Thinking
16. Modular design combines standardized building blocks, or modules, to create unique finished products.
Difficulty: Medium
Learning Objective: Provide an overview of each step of the product design process and describe the three types of concurrent designs.
Section Reference: 4.1 The Design Process
Blooms: Knowledge
AACSB: Reflective Thinking
17. The final design consists of detailed drawings and specifications for the new product.
Difficulty: Medium
Learning Objective: Provide an overview of each step of the product design process and describe the three types of concurrent designs.
Section Reference: 4.1 The Design Process
Blooms: Knowledge
AACSB: Reflective Thinking
18. Using a cross-functional team to design new products is known as concurrent design.
Difficulty: Medium
Learning Objective: Provide an overview of each step of the product design process and describe the three types of concurrent designs.
Section Reference: 4.1 The Design Process
Blooms: Knowledge
AACSB: Reflective Thinking
19. Concurrent design is often aided by the use of technology.
Difficulty: Medium
Learning Objective: Provide an overview of each step of the product design process and describe the three types of concurrent designs.
Section Reference: 4.1 The Design Process
Blooms: Knowledge
AACSB: Reflective Thinking
20. One of the factors supporting the increase in new products has been advances in the technology available for designing products.
Difficulty: Medium
Learning Objective: Discuss several computer aided systems available for the design of new products and their related production processes.
Section Reference: 4.2 Technology in Design
Blooms: Knowledge
AACSB: Reflective Thinking
21. Product design technology has decreased the time to market for many new products thereby decreasing overall competition in the market.
Difficulty: Medium
Learning Objective: Discuss several computer aided systems available for the design of new products and their related production processes.
Section Reference: 4.2 Technology in Design
Blooms: Knowledge
AACSB: Reflective Thinking
22. Product life cycle (PLM) systems maintain design data from product conception to retirement excluding minor design updates.
Difficulty: Medium
Learning Objective: Discuss several computer aided systems available for the design of new products and their related production processes.
Section Reference: 4.2 Technology in Design
Blooms: Knowledge
AACSB: Reflective Thinking
23. Computer-aided manufacturing (CAM) has replaced computer-aided design (CAD) in the product design process.
Difficulty: Easy
Learning Objective: Discuss several computer aided systems available for the design of new products and their related production processes.
Section Reference: 4.2 Technology in Design
Blooms: Knowledge
AACSB: Reflective Thinking
24. Collaborative product design (CPD) software provides interconnectivity among members of a product’s supply chain.
Difficulty: Medium
Learning Objective: Discuss several computer aided systems available for the design of new products and their related production processes.
Section Reference: 4.2 Technology in Design
Blooms: Knowledge
AACSB: Reflective Thinking
25. Computer-aided design (CAD) produces better products but always increases the time to design them.
Difficulty: Easy
Learning Objective: Use two techniques for analyzing design failures and one technique for eliminating unnecessary design features.
Section Reference: 4.3 Design Quality Reviews
Blooms: Knowledge
AACSB: Reflective Thinking
26. Employing a systematic approach to analyzing the causes and effects of product failures is known as design for manufacture (DFM).
Difficulty: Easy
Learning Objective: Use two techniques for analyzing design failures and one technique for eliminating unnecessary design features.
Section Reference: 4.3 Design Quality Reviews
Blooms: Knowledge
AACSB: Reflective Thinking
27. Design review involves identifying possible defects and the value added by each part or component.
Difficulty: Easy
Learning Objective: Use two techniques for analyzing design failures and one technique for eliminating unnecessary design features.
Section Reference: 4.3 Design Quality Reviews
Blooms: Knowledge
AACSB: Reflective Thinking
28. Value analysis is often utilized by a multifunctional product design team as part of the design review.
Difficulty: Medium
Learning Objective: Use two techniques for analyzing design failures and one technique for eliminating unnecessary design features.
Section Reference: 4.3 Design Quality Reviews
Blooms: Knowledge
AACSB: Reflective Thinking
29. Extended producer responsibility (EPR) is a concept that holds companies responsible for their products following the products’ useful lives.
Difficulty: Medium
Learning Objective: Explain why and how each step of the product lifecycle can be changed for improved environmental stewardship and provide examples of programs that support green efforts.
Section Reference: 4.4 Design for the Environment
Blooms: Knowledge
AACSB: Reflective Thinking
30. Design for the environment (DFE) is an important factor influencing product design for all North American products.
Difficulty: Easy
Learning Objective: Explain why and how each step of the product lifecycle can be changed for improved environmental stewardship and provide examples of programs that support green efforts.
Section Reference: 4.4 Design for the Environment
Blooms: Knowledge
AACSB: Reflective Thinking
31. Worldwide, extended producer responsibility (EPR) is becoming an important factor influencing product design for personal computers and some household appliances.
Difficulty: Medium
Learning Objective: Explain why and how each step of the product lifecycle can be changed for improved environmental stewardship and provide examples of programs that support green efforts.
Section Reference: 4.4 Design for the Environment
Blooms: Comprehension
AACSB: Reflective Thinking
32. Reliability is the probability that a given part or product will perform its intended function for a specified length of time under adverse operating conditions.
Difficulty: Medium
Learning Objective: Use quality function deployment as a design tool.
Section Reference: 4.5 Quality Function Deployment
Blooms: Comprehension
AACSB: Reflective Thinking
33. Design for manufacture (DFM) is the process of designing a product so that it can be produced more easily and economically.
Difficulty: Easy
Learning Objective: Use quality function deployment as a design tool.
Section Reference: 4.5 Quality Function Deployment
Blooms: Knowledge
AACSB: Reflective Thinking
34. Incorporating the voice of the customer into technical product design requirements is known as quality function deployment (QFD).
Difficulty: Easy
Learning Objective: Use quality function deployment as a design tool.
Section Reference: 4.5 Quality Function Deployment
Blooms: Knowledge
AACSB: Reflective Thinking
35. Products designed to withstand variations in operating conditions are said to be robust.
Difficulty: Easy
Learning Objective: Use quality function deployment as a design tool.
Section Reference: 4.5 Quality Function Deployment
Blooms: Knowledge
AACSB: Reflective Thinking
36. The quality loss function measures the cost of designing robust products.
Difficulty: Easy
Learning Objective: Use quality function deployment as a design tool.
Section Reference: 4.5 Quality Function Deployment
Blooms: Knowledge
AACSB: Reflective Thinking
37. Quality Function Deployment (QFD) translates the voice of the customer into technical design requirements.
Difficulty: Medium
Learning Objective: Use quality function deployment as a design tool.
Section Reference: 4.5 Quality Function Deployment
Blooms: Comprehension
AACSB: Reflective Thinking
38. Tolerances are the allowable ranges of customer requirements.
Difficulty: Medium
Learning Objective: Use quality function deployment as a design tool.
Section Reference: 4.5 Quality Function Deployment
Blooms: Knowledge
AACSB: Reflective Thinking
39. Quality function deployment (QFD) consists of a series of matrix diagrams that define product design changes and the ramifications of implementing those changes.
Difficulty: Hard
Learning Objective: Use quality function deployment as a design tool.
Section Reference: 4.5 Quality Function Deployment
Blooms: Comprehension
AACSB: Reflective Thinking
40. The house of quality, the most popular quality function deployment (QFD) matrix, converts customer requirements into the product design specifications.
Difficulty: Hard
Learning Objective: Use quality function deployment as a design tool.
Section Reference: 4.5 Quality Function Deployment
Blooms: Comprehension
AACSB: Reflective Thinking
41. The allowable range of the variation in a part’s design specification is called the signal-to-noise ratio.
Difficulty: Hard
Learning Objective: Use quality function deployment as a design tool.
Section Reference: 4.5 Quality Function Deployment
Blooms: Comprehension
AACSB: Reflective Thinking
MULTIPLE CHOICE QUESTIONS
42. Which of the following is not a characteristic of an effective product design process?
a) matches product characteristics with customer requirements
b) maximizes the revisions necessary to make a design workable
c) ensures that customer requirements are met in the least costly and simplest manner
d) reduces the time required to design a new product or service
Difficulty: Medium
Learning Objective: Provide an overview of each step of the product design process and describe the three types of concurrent designs.
Section Reference: 4.1 The Design Process
Blooms: Comprehension
AACSB: Reflective Thinking
43. All of the following are characteristics of an effective design process except
a) increasing the design time for new products and services.
b) meeting customer requirements in the least costly manner.
c) matching product or service characteristics with customer requirements.
d) minimizing the number of revisions needed to make the design workable.
Difficulty: Medium
Learning Objective: Provide an overview of each step of the product design process and describe the three types of concurrent designs.
Section Reference: 4.1 The Design Process
Blooms: Comprehension
AACSB: Reflective Thinking
44. The design process begins with
a) a feasibility study.
b) a form design.
c) understanding the customer and identifying customer needs.
d) pilot runs and final tests.
Difficulty: Easy
Learning Objective: Provide an overview of each step of the product design process and describe the three types of concurrent designs.
Section Reference: 4.1 The Design Process
Blooms: Knowledge
AACSB: Reflective Thinking
45. Carefully dismantling and inspecting a competitor’s product to look for design features that can be incorporated into your own product is known as
a) concurrent design.
b) design for manufacturability.
c) benchmarking.
d) reverse engineering.
Difficulty: Easy
Learning Objective: Provide an overview of each step of the product design process and describe the three types of concurrent designs.
Section Reference: 4.1 The Design Process
Blooms: Knowledge
AACSB: Reflective Thinking
46. Creating a preliminary design that can be quickly tested and then either discarded or further refined is referred to as
a) benchmarking.
b) rapid prototyping.
c) concurrent design.
d) perceptual mapping.
Difficulty: Medium
Learning Objective: Provide an overview of each step of the product design process and describe the three types of concurrent designs.
Section Reference: 4.1 The Design Process
Blooms: Knowledge
AACSB: Reflective Thinking
47. The probability that a product will perform its intended function for a specified length of time under normal conditions is called
a) benchmarking.
b) perceptual mapping.
c) maintainability.
d) reliability.
Difficulty: Easy
Learning Objective: Provide an overview of each step of the product design process and describe the three types of concurrent designs.
Section Reference: 4.1 The Design Process
Blooms: Knowledge
AACSB: Reflective Thinking
48. Which of the following is a quantitative measure of reliability?
a) reliability bar
b) maintainability
c) mean time between failures (MTBF)
d) mean time to repair (MTTR)
Difficulty: Medium
Learning Objective: Provide an overview of each step of the product design process and describe the three types of concurrent designs.
Section Reference: 4.1 The Design Process
Blooms: Comprehension
AACSB: Reflective Thinking
49. All of the following can improve a product’s reliability except
a) simplifying product design.
b) improving individual component reliability.
c) changing the product warranty.
d) adding redundant components.
Difficulty: Hard
Learning Objective: Provide an overview of each step of the product design process and describe the three types of concurrent designs.
Section Reference: 4.1 The Design Process
Blooms: Comprehension
AACSB: Reflective Thinking
50. Simultaneously designing new products and the processes to produce them is known as
a) concurrent design.
b) functional design.
c) modular design.
d) standardization.
Difficulty: Easy
Learning Objective: Provide an overview of each step of the product design process and describe the three types of concurrent designs.
Section Reference: 4.1 The Design Process
Blooms: Knowledge
AACSB: Reflective Thinking
51. Combining standardized building blocks in different ways to create unique finished products is known as
a) rapid prototyping.
b) robust design.
c) modular design.
d) concurrent design.
Difficulty: Easy
Learning Objective: Provide an overview of each step of the product design process and describe the three types of concurrent designs.
Section Reference: 4.1 The Design Process
Blooms: Knowledge
AACSB: Reflective Thinking
52. A company produces a product consisting of two components arranged as follows:
0.93
0.95
If both components must function for the product to function, then the product’s overall reliability is
a) 0.950.
b) 0.940.
c) 0.930.
d) 0.884.
Difficulty: Medium
Learning Objective: Provide an overview of each step of the product design process and describe the three types of concurrent designs.
Section Reference: 4.1 The Design Process
Blooms: Application
AACSB: Reflective Thinking
53. A company produces a product consisting of two components arranged as follows:
0.97
0.90
Both components must function for the product to function. To achieve an overall reliability of at least 0.95 without changing the reliability of the 1st component, the reliability of the 2nd component would need to be at least
a) 0.925.
b) 0.95.
c) 0.97.
d) 0.98.
Difficulty: Medium
Learning Objective: Provide an overview of each step of the product design process and describe the three types of concurrent designs.
Section Reference: 4.1 The Design Process
Blooms: Application
AACSB: Reflective Thinking
54. A company produces a product consisting of two components arranged as follows:
R2
R1
If both components must function for the product to function, then the two components would need individual reliabilities of ___ to achieve an overall reliability of 0.90.
a) R1 = 0.90 and R2 = 0.90
b) R1 = 0.95 and R2 = 0.95
c) R1 = 0.80 and R2 = 0.80
d) R1 = 0.85 and R2 = 0.85
Difficulty: Medium
Learning Objective: Provide an overview of each step of the product design process and describe the three types of concurrent designs.
Section Reference: 4.1 The Design Process
Blooms: Application
AACSB: Reflective Thinking
55. A product consists of three components is arranged as follows:
R1 = 0.95
R2 = 0.90
R3 = 0.95
If all three components must function for the product to function then the product’s overall reliability is approximately
a) 0.812.
b) 0.90.
c) 0.933.
d) 0.95.
Difficulty: Medium
Learning Objective: Provide an overview of each step of the product design process and describe the three types of concurrent designs.
Section Reference: 4.1 The Design Process
Blooms: Application
AACSB: Reflective Thinking
56. The overall reliability of the following system is
0.90
0.95
0.95
0.95
a) greater than 1.00.
b) 0.95.
c) 0.90.
d) 0.898.
Difficulty: Hard
Learning Objective: Provide an overview of each step of the product design process and describe the three types of concurrent designs.
Section Reference: 4.1 The Design Process
Blooms: Analysis
AACSB: Reflective Thinking
57. For the overall reliability of the following system to be 0.975 or greater, the reliability of the backup component, Rb, must be at least
Rb =?
0.99
0.99
0.95
a) 1.00.
b) 0.896.
c) 0.736.
d) 0.534.
Difficulty: Hard
Learning Objective: Provide an overview of each step of the product design process and describe the three types of concurrent designs.
Section Reference: 4.1 The Design Process
Blooms: Analysis
58. The overall reliability of the following system is
0.85
0.89
0.93
0.94
0.90
a) 0.787.
b) 0.85.
c) 0.89.
d) 0.919.
Difficulty: Hard
Learning Objective: Provide an overview of each step of the product design process and describe the three types of concurrent designs.
Section Reference: 4.1 The Design Process
Blooms: Analysis
AACSB: Reflective Thinking
59. A product consists of three components is arranged as follows:
R1 =
?
R2 = 0.94
R3 = 0.98
If all three components must function for the product to function, and the product’s overall reliability must be at least 0.92, then the reliability of the first component, R1, must be at least
a) 0.999.
b) 0.84.
c) 0.96.
d) 0.972.
Difficulty: Hard
Learning Objective: Provide an overview of each step of the product design process and describe the three types of concurrent designs.
Section Reference: 4.1 The Design Process
Blooms: Analysis
AACSB: Reflective Thinking
60. If a product fails 10 times in 500 hours of operation, then its mean time between failures (MTBF) is
a) 0.02 hour.
b) 0.10 hour.
c) 20 hours.
d) 50 hours.
Difficulty: Medium
Learning Objective: Provide an overview of each step of the product design process and describe the three types of concurrent designs.
Section Reference: 4.1 The Design Process
Blooms: Application
AACSB: Reflective Thinking
61. If a piece of equipment has a mean time between failures (MTBF) of 500 hours with a mean time to repair (MTTR) of 10 hours, then its uptime or average availability would be
a) 0.020 or 2.00%.
b) 0.980 or 98.00%.
c) 0.500 or 50.00%.
d) 1.000 or 100.00%.
Difficulty: Hard
Learning Objective: Provide an overview of each step of the product design process and describe the three types of concurrent designs.
Section Reference: 4.1 The Design Process
Blooms: Application
AACSB: Reflective Thinking
62. The system availability for a system with a mean time between failures (MTBF) of 1000 hours and a mean time to repair (MTTR) of 50 hours would be
a) 100.00%.
b) 97.50%.
c) 95.24%.
d) 4.76%.
Difficulty: Hard
Learning Objective: Provide an overview of each step of the product design process and describe the three types of concurrent designs.
Section Reference: 4.1 The Design Process
Blooms: Application
AACSB: Reflective Thinking
63. Which of the following will not improve the design for manufacture and assembly?
a) minimizing the number of parts and subassemblies
b) using standard parts when possible
c) designing parts for limited, unique uses
d) designing parts for many, varied uses
Difficulty: Easy
Learning Objective: Provide an overview of each step of the product design process and describe the three types of concurrent designs.
Section Reference: 4.1 The Design Process
Blooms: Knowledge
AACSB: Reflective Thinking
64. One of the purposes of an economic analysis as part of a feasibility study is to
a) formulate alternative product and service concepts.
b) identify customer needs.
c) assess whether there is enough demand for the proposed product.
d) look at estimates of production and development costs and compares them to estimated sales volume.
Difficulty: Easy
Learning Objective: Provide an overview of each step of the product design process and describe the three types of concurrent designs.
Section Reference: 4.1 The Design Process
Blooms: Knowledge
AACSB: Reflective Thinking
65. Computer-aided engineering
a) assists in the creation, modification, and analysis of a design.
b) is a software system that tests and analyzes designs on the computer screen.
c) is the ultimate design-to-manufacture connection.
d) is a software system for collaborative design and development among trading partners.
Difficulty: Easy
Learning Objective: Discuss several computer aided systems available for the design of new products and their related production processes.
Section Reference: 4.2 Technology in Design
Blooms: Knowledge
AACSB: Reflective Thinking
66. Failure mode and effects analysis (FMEA) is
a) a software system that uses computer graphics to assist in designing products.
b) a systematic approach for analyzing the causes and effects of the product failures.
c) a visual method for analyzing the interrelationships among failures.
d) a structured process that translates the voice of customer into technical design requirements.
Difficulty: Medium
Learning Objective: Use two techniques for analyzing design failures and one technique for eliminating unnecessary design features.
Section Reference: 4.3 Design Quality Reviews
Blooms: Knowledge
AACSB: Reflective Thinking
67. Fault tree analysis (FTA) is
a) a software system that uses computer graphics to assist in designing products.
b) a systematic approach to analyzing the causes and effects of product failures.
c) a visual method for analyzing the interrelationships among failures.
d) a structured process that translates the voice of customer into technical design requirements.
Difficulty: Medium
Learning Objective: Use two techniques for analyzing design failures and one technique for eliminating unnecessary design features.
Section Reference: 4.3 Design Quality Reviews
Blooms: Knowledge
AACSB: Reflective Thinking
68. Which of the following techniques would most likely be used to systematically analyze product failures?
a) concurrent design
b) quality function deployment
c) failure mode and effects analysis
d) value analysis
Difficulty: Easy
Learning Objective: Use two techniques for analyzing design failures and one technique for eliminating unnecessary design features.
Section Reference: 4.3 Design Quality Reviews
Blooms: Knowledge
AACSB: Reflective Thinking
69. Functional design includes all the following except
a) reliability.
b) usability.
c) form design.
d) maintainability.
Difficulty: Medium
Learning Objective: Use two techniques for analyzing design failures and one technique for eliminating unnecessary design features.
Section Reference: 4.3 Design Quality Reviews
Blooms: Knowledge
AACSB: Reflective Thinking
70. Value analysis is
a) a systematic method of analyzing product failures.
b) a visual method for analyzing the interrelationships among failures.
c) a procedure for eliminating unnecessary features and functions.
d) none of the above.
Difficulty: Easy
Learning Objective: Use two techniques for analyzing design failures and one technique for eliminating unnecessary design features.
Section Reference: 4.3 Design Quality Reviews
Blooms: Knowledge
AACSB: Reflective Thinking
71. The ability to meet present needs without compromising those of future generations is a. concept in product design known as
a) reusability.
b) maintainability.
c) reliability.
d) sustainability.
Difficulty: Medium
Learning Objective: Explain why and how each step of the product lifecycle can be changed for improved environmental stewardship and provide examples of programs that support green efforts.
Section Reference: 4.4 Design for the Environment
Blooms: Knowledge
AACSB: Reflective Thinking
72. All of the following are principles of green product design except
a) using new materials.
b) using less materials.
c) involving the entire supply chain.
d) changing the paradigm of design.
Difficulty: Hard
Learning Objective: Explain why and how each step of the product lifecycle can be changed for improved environmental stewardship and provide examples of programs that support green efforts.
Section Reference: 4.4 Design for the Environment
Blooms: Comprehension
AACSB: Reflective Thinking
73. Design for the environment includes all the following except
a) design for disposal or reuse.
b) sustainability.
c) extended producer responsibility (EPR).
d) environmentally safe pollutants (ESP).
Difficulty: Medium
Learning Objective: Explain why and how each step of the product lifecycle can be changed for improved environmental stewardship and provide examples of programs that support green efforts.
Section Reference: 4.4 Design for the Environment
Blooms: Comprehension
AACSB: Reflective Thinking
74. Extended producer responsibility means
a) designing a product from material that can be recycled or easily repaired rather than discarded.
b) companies have to implement sustainability.
c) companies have to determine their greenhouse gas emissions.
d) companies are held responsible for their product even after its useful life.
Difficulty: Medium
Learning Objective: Explain why and how each step of the product lifecycle can be changed for improved environmental stewardship and provide examples of programs that support green efforts.
Section Reference: 4.4 Design for the Environment
Blooms: Comprehension
AACSB: Reflective Thinking
75. Which of the following is a quantitative measure of maintainability?
a) design for manufacture (DFM)
b) mean time to repair (MTTR)
c) mean time between failures (MTBF)
d) quality function deployment (QFD)
Difficulty: Hard
Learning Objective: Use quality function deployment as a design tool.
Section Reference: 4.5 Quality Function Deployment
Blooms: Comprehension
AACSB: Reflective Thinking
76. Quality function deployment (QFD) is
a) a software system that uses computer graphics to assist in designing products.
b) a systematic approach to analyzing the causes and effects of product failures.
c) a visual method for analyzing the interrelationships among failures.
d) a structured process that translates the voice of the customer into technical design requirements.
Difficulty: Medium
Learning Objective: Use quality function deployment as a design tool.
Section Reference: 4.5 Quality Function Deployment
Blooms: Comprehension
AACSB: Reflective Thinking
77. A structured process that translates the voice of the customer into technical design requirements is known as
a) quality function deployment (QFD).
b) failure mode and effects analysis (FMEA).
c) concurrent design.
d) robust product design.
Difficulty: Medium
Learning Objective: Use quality function deployment as a design tool.
Section Reference: 4.5 Quality Function Deployment
Blooms: Knowledge
AACSB: Reflective Thinking
78. The Taguchi Quality Loss Function implies that a
a) customer’s dissatisfaction increases geometrically as the actual value deviates from the target value.
b) customer’s satisfaction increases geometrically as the actual value deviates from the target value.
c) customer’s dissatisfaction decreases geometrically as the actual value deviates from the target value.
d) customer’s preferences are strongly oriented towards conforming to specifications.
Difficulty: Medium
Learning Objective: Use quality function deployment as a design tool.
Section Reference: 4.5 Quality Function Deployment
Blooms: Comprehension
AACSB: Reflective Thinking
79. As a part of design for robustness, Taguchi believes that
a) consistent errors can be more easily corrected than random errors.
b) parts within tolerance limits may produce assemblies that are not within limits.
c) consumers have a strong preference for product characteristics near their ideal value.
d) all of the above.
Difficulty: Easy
Learning Objective: Use quality function deployment as a design tool.
Section Reference: 4.5 Quality Function Deployment
Blooms: Knowledge
AACSB: Reflective Thinking
80. When a product is designed to withstand variations in environmental and operating conditions it is known as a
a) robust design.
b) design for change.
c) design for modification.
d) design for tolerance.
Difficulty: Medium
Learning Objective: Use quality function deployment as a design tool.
Section Reference: 4.5 Quality Function Deployment
Blooms: Knowledge
AACSB: Reflective Thinking
81. The relationship matrix identifies how the design characteristics relate to the
a) customer requirements.
b) competitive assessment.
c) target values.
d) trade-off matrix.
Difficulty: Easy
Learning Objective: Use quality function deployment as a design tool.
Section Reference: 4.5 Quality Function Deployment
Blooms: Knowledge
AACSB: Reflective Thinking
SHORT-ANSWER ESSAY QUESTIONS
82. Briefly discuss the characteristics of an effective design process.
Difficulty: Easy
Learning Objective: Provide an overview of each step of the product design process and describe the three types of concurrent designs.
Section Reference: 4.1 The Design Process
Blooms: Comprehension
AACSB: Reflective Thinking
83. What does a feasibility study consist of and how is it related to the design process?
Difficulty: Medium
Learning Objective: Provide an overview of each step of the product design process and describe the three types of concurrent designs.
Section Reference: 4.1 The Design Process
Blooms: Comprehension
AACSB: Reflective Thinking
84. Briefly discuss three performance characteristics considered during the functional design phase of a product.
Difficulty: Easy
Learning Objective: Provide an overview of each step of the product design process and describe the three types of concurrent designs.
Section Reference: 4.1 The Design Process
Blooms: Comprehension
AACSB: Reflective Thinking
85. What role does simplification play in the design process?
Difficulty: Medium
Learning Objective: Provide an overview of each step of the product design process and describe the three types of concurrent designs.
Section Reference: 4.1 The Design Process
Blooms: Comprehension
AACSB: Reflective Thinking
86. List at least four design for manufacture guidelines that promote good design practice.
Difficulty: Easy
Learning Objective: Provide an overview of each step of the product design process and describe the three types of concurrent designs.
Section Reference: 4.1 The Design Process
Blooms: Comprehension
AACSB: Reflective Thinking
87. What is Collaborative product design and what are its benefits?
just at the beginning and the end.
Software systems for collaborative design are loosely referred to as collaborative product design (CPD). These systems provide the interconnectivity and translation capabilities necessary for collaborative work across platforms, departments, and companies. In conjunction with PLM systems, they also manage product data, set up project workspaces, and follow product development through the entire product lifecycle. Collaborative design accelerates product development, helps to resolve product launch issues, and improves the quality of the design. Designers can conduct virtual review sessions; test “what-if” scenarios; assign and track design issues; communicate with multiple tiers of suppliers; and create, store, and manage project documents.
Difficulty: Medium
Learning Objective: Discuss several computer aided systems available for the design of new products and their related production processes.
Section Reference: 4.2 Technology in Design
Blooms: Comprehension
AACSB: Reflective Thinking
88. What are some of the questions/inquiries one would ask regarding every material, every part, and every operation in Value Analysis?
Difficulty: Hard
Learning Objective: Use two techniques for analyzing design failures and one technique for eliminating unnecessary design features.
Section Reference: 4.3 Design Quality Reviews
Blooms: Comprehension
AACSB: Reflective Thinking
89. Discuss benefits and challenges of Green manufacturing.
Carbon footprints measure the amount of carbon dioxide (CO2) and other greenhouse gases that contribute to global warming and climate change. A product’s carbon footprint is calculated by estimating the greenhouse gas emissions from the energy used in manufacturing and transporting the product along its supply chain, in stocking and selling the product, in using the product, in recycling and disposing of the product at the end of its useful life. Carbon footprints are part of a more comprehensive life cycle assessment initiative supported by ISO 14000 environmental standards. These standards provide guidelines and certifications for environmental requirements of doing business in certain countries, and are often used to qualify for foreign aid, business loans, and reduced insurance premiums. A manufacturing plant’s carbon footprint can be determined from the processing, waste, and transport that takes place across the products it produces. Recycling, renewable resources, clean energy, efficient operations, and proper waste disposal can help mitigate the environmental impact of manufacturing.
Difficulty: Medium
Learning Objective: Discuss several computer aided systems available for the design of new products and their related production processes.
Section Reference: 4.2 Technology in Design
Blooms: Comprehension
AACSB: Reflective Thinking
90. List five ways by which the design quality can be improved.
Difficulty: Medium
Learning Objective: Use two techniques for analyzing design failures and one technique for eliminating unnecessary design features.
Learning Objective: Explain why and how each step of the product lifecycle can be changed for improved environmental stewardship and provide examples of programs that support green efforts.
Learning Objective: Use quality function deployment as a design tool.
Section Reference: 4.3 Design Quality Reviews
Section Reference: 4.4 Design for the Environment
Section Reference: 4.5 Quality Function Deployment
Blooms: Comprehension
AACSB: Reflective Thinking
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