Pr obl em So lving M etho ds

Engineers Solve Problems

• Problem solving is a powerful human activity.

• Computers are useful tools in problem solving,
but it is the human who actually solves the
problem.
• It is impossible to teach specific facts that will
always lead to a solution.
o The ability to solve problem comes from doing it.
• Many things must pull together to solve a
problem.
Problem Solving

• Problem solving is a combination of

experience, knowledge, process, and
art
• Design process is a series of logical
steps that when followed produce an
optimal solution given time and
resources as two constraints
 Problem Solving; cont’

• A problem is a situation, quantitative or

otherwise, that confronts an individual
or group of individuals, that requires
resolution, and for which the individual
sees no apparent path to the solution.
 Problem Solving; cont’

• Problem solving is a process, an

activity whereby a best value is
determined for an unknown, subject to
a specific set of conditions. It is a
means by which an individual uses
previously acquired knowledge, skills
and understanding to satisfy the
demands of an unfamiliar situation.
What skills must be used when
solving a problem?
• Knowledge
• Motivation
• Experience
• Communication Skills
• Learning Skills
• Group Skills
Problem Analysis

• A distinguishing characteristic of a qualified

engineer is the ability to solve technical
problems; both art and science
o Sc ie nce; kn owledg e of m at hem at ic s,
ch em istry, ph ys ics, etc
o Art ; pro pe r j udg me nt, e xpe ri en ce,
co mmo n s ense, an d kn ow-h ow; to kn ow
wh en a nd h ow ri gor ou sly s ci ence s hould
be a pp lied an d wh eth er th e re sulti ng
answer rea sonabl y s ati sfi es th e o ri gi nal
pro blem i s a n a rt
 Techniques for Error Free
Problem Solving
• Always draw a picture of the physical
situation,if possible.
• State any assumptions made.
• Indicate all given properties on the
diagram with their units.
• Convert units to a given unit system.
Label unknown quantities with a
question mark.
 Techniques for Error Free
Problem Solving
• From the text, write the main equation
which contains the unknown quantity.
Or
• derive the desire algebraic equation by
solving integral or differential equations.
Algebraically manipulate the equation
to isolate the desired quantity.
 Techniques for Error Free
Problem Solving
• Write subordinate equations for the unknown
quantities in the main equation. Indent to
indicate that the equation is subordinate. It
may be necessary to go through several
levels of subordinate equations before all the
quantities in the main equation are known.
• Once all algebraic manipulations and
substitutions are made, insert numerical
values with their units.
 Techniques for Error Free
Problem Solving
• Insure that all units cancel.
• Check one last time for sign error. Compute
the answer.
• Clearly mark the final answer. Indicate units!
• Insure that the final answer makes physical
sense!
• Insure that all questions have been answered.
 Skills used in Implementing
Problem Solving Strategies
• Analysis
• Use logic to:
o Identify the system to be analyzed
o Identify the objective Identify relationships
o Divide the system into parts
 Skills used in Implementing
Problem Solving Strategies
• Synthesis
• Use creativity to:
o Develop ideas via brainstorming
o Evaluate the ideas by analysis when
enough ideas have been generated
 Skills used in Implementing
Problem Solving Strategies
• Decision Making
• Use logic to
o compare the various ideas and
o select the “best” one(s)
• Generalization - Going from the
specific to the broad use abstraction to:
• Aid in analysis, synthesis, and decision
making
 3.1 Types of Problems

• Research Problems
• Knowledge Problems
• Troubleshooting Problems
• Mathematics Problems
• Resource Problems
• Social Problems
• Design Problems
Types of Problems; cont’

• Research Problems
o A hypothesis be proven or disproved
o Example; CFC may destroy the earth’s
ozone layer is a hypothesis. Design an
experiment that either proves or disproves
the hypothesis
Types of Probl em s;
cont ’
• Knowledge Problems
o When a person encounters a situation that
he doesn’t understand
o Example;
o A chemical engineer noticed that the
chemical plant produces more product
when it rains
o Further study showed that heat exchanger
cooled by rain increasing product
Types of Pr obl em s;
cont ’
• Troubleshooting Problems
o When eq uipm en t o r s oftware b eh aves in
unexpe ct ed o r i mp rop er ways
o Ex ampl e
o Du ri ng vibrati on te st o f a n a lumi num
be am, th e a mpl itu de o f th e re spo nse i s
higher at a ll e xci tin g fre qu encies
o Tro ubl eshooti ng s hows t hat 6 0 c ps o f AC
cu rren t w as cl ose to th e n atu ra l fre qu ency
of th e be am
Types of Probl em s; con t’

• Troubleshooting Problems; cont’

• e.g. an electronic amplifier has a loud
“hum” when it is in a room with
fluorescent lights.
Types of Probl em s; con t’
• Mathematics Problems
o Describe physical phenomena with
mathematical models
o Engineers can unleash the extraordinary
power of mathematics, with the rigorously
proven theorems and algorithms
o Example; Isaac Newton’s sine square law
can be applied to hypersonic flow
o e.g. fi nd x s uch t hat 4 x + 5 = 0.
Types of Problems; cont’

• Resource Problems
o There is never enough time, money, or
equipment to accomplish the task
o Engineers who can get the job done in spite
of resource limitations are highly prized and
awarded
o e.g. how will we get the money to build our
new factory?
Types of Problems; cont’

• Social Problems
o For example, if a factory is relocated to
where there is shortage of skilled worker,
engineers should set up training program
for employees
o e.g. how can we improve education?
Types of Problems; cont’

• Design Problems
o Require creativity, teamwork, and broad
knowledge
o Example; design a new car
o Economy car? SUV?
o Design goal and parameters
Team Exercise

• If you have enough money to buy a car,

what kind of car do you like to buy?
• If you are a car design engineer,
identify design goal and design
parameters from your team’s
preference
Team Exercise

• Well Posed Design Problem: Design a

new car that can:
o 1. Go from 0 - 60 mph in 6 seconds
o 2. Gets 50 miles/gal
o 3. Costs less than $10,000 to the consumer
o 4. Does not exceed government pollution
standards
o 5. Appeals to aesthetic tastes
Team Exercise

• 1. Id enti fy Prob lem e.g. we need to

build a new car since we are losing
market share
• 2. Syn the si s (integrating parts to for a
whole) e.g. we can combine an
aerodynamic body with a fuel efficient
engine to make a new car with very
high fuel efficiency
Team Exercise

3. An aly sis
• ide nti fy re lati on ships ,
• di sti ngu is h fa ct fro m op inion,
• de te ct l og ic i nform ati on,
• ma ke c oncl usion s fro m e vi de nce ,
• selec t re leva nt i nfo rma ti on,
• TRAN SL ATE REAL-W ORLD PRO BLEM IN TO
MA THEMAT ICAL M ODEL
• e.g. c ompa re th e dra g of d iff eren t b od y
type s a nd de te rmine i f e ngi ne c an fi t u nde r
th e h ood
Team Exercise

4. Appl icatio n (identify the pertinent

information) e.g. What force is required
to allow the car to go 60 mph knowing
the car has a 30ft2 projected area and a
0.35 drag coefficient based on wind
tunnel data?
Team Exercise

• 5. Com pre hens ion (use the data and

explicit theory to solve the problem)
o F = 1/2 Cd  A V2
o F=force
o Cd=drag coef. =air density A=protected
frontal area V=speed
Difficulties in Problem Solving

• Most common difficulty: failure to use known

information.
• To avoid this problem:
o Write the problem in primitive form and
sketch an accurate picture of the setup (where
applicable).
o Transform the primitive statements to simpler
language.
o Translate verbal problems to more abstract
mathematical statement(s) and figures,
diagrams, charts, etc.
 Gen er al Prob lem Sol vi ng
Meth od

De fine and und er st and prob le m

• Sk etch the prob le m
• Ga the r in form ation
• Gen erat e and ev aluat e p otentia l
so lution s
o Us e ap pl ica bl e th eo ri es a nd as sump ti ons
• Re fine and im plem ent s olutio n
• Ve rify and test s ol ut ion
Define and Understand

• Understand what is being asked

• Describe input/output (I/O)
o what are you given
 knowns
o what are you trying to find
 unknowns
• Sketch the problem
 Gather Information

• Collect necessary data

• List relevant equations/theories
• State all assumptions
 Generate Solution Methods
• Apply theories and assumptions.
• Typically, there is more than one approach
to solving a problem
• Work problem by hand using the potential
solution methods
o Break problem into parts; scale it down; etc.
 e.g., if the problem was to calculate the average
of 1000 numbers, work the problem by hand
using, say, 10 numbers, in order to establish a
method
 Refine and Implement

• Evaluate solution methods.

o accuracy
o ease of implementation
o etc.
• Implement “best” solution.
 Verify and Test

• Compare solution to the problem statement

o Is this what you were looking for?
o Does your answer make sense?
• Clearly identify the solution
o Sketch if appropriate
 CHECK YOUR WORK!!

• Don’t stop at getting an answer!!

o Think about whether the answer makes
physical sense.
 you are the instructor and you have to turn in
final grades. In your haste, you calculate the
average of Susie’s grades (100, 70, 90) to be
78 and give Susie a C...
 Getting It Right

• The problem solving process may be an

iterative process.
o If at first you don’t succeed (i.e., the
algorithm test fails), try again…
• The more thorough you are at each
step of the problem solving process,
the more likely you are to get it right
the first time!!
 Team Exercise

• Given: A student is in a stationary hot-

air balloon that is momentarily fixed at
1325 ft above a piece of land. This pilot
looks down 60o (from horizontal) and
turns laterally 360o.

Note: 1 acre = 43,560 ft2

Team Exercise; cont’

• Required:
o a) Sketch the problem
o b) How many acres of land are
contained by the cone created by her
line of site?
o c) How high would the balloon be if,
using the same procedure, an area
four times greater is encompassed?
Creative Problem Solving

• The nine dots shown

are arranged in equally
spaced rows and
columns. Connect all
nine points with four
straight lines without
lifting the pencil from
the paper and without
retracing any line.

Individual Exercise (3 minutes)

Creative Problem Solving
Creative Problem Solving

• If you enjoy solving puzzles, you will enjoy

engineering
• Crick and Watson figured DNA when they
were young
• Engineers create from nature what did not
exist before
• In this creative process, the engineer
marshals skills in mathematics, materials, and
other engineering discipline and from these
resources create a new solution for a human
need
Creative Problem Solving

• Engineering is not dull or stifling; send

people to moon, communication from
battlefield, etc
• Creative artists spent many years
perfecting their skills
• Engineers need patience, practice, and
gaining problem-solving techniques by
training
Self-Questions for Problem Solving

• How important is the answer to a given

problem?
• Would a rough, preliminary estimate be
satisfactory or high degree accuracy
demanded?
• How much time do you have and what
resources are at your disposal?
o Data a vai labl e o r s hould be c ol lecte d,
equ ipm ents a nd pe rs onnel, etc
Self-Questions for Problem Solving

• What about the theory you intend to use? Can

you use it now or must learn to use it? Is it
state of the art?
• Can you make assumptions that simplify
without sacrificing needed accuracy?
• Are other assumptions valid and applicable?
• Optimize time and resources vs reliability
Engineering Method

– Recognize and understand the problem

(most difficult part)
– Accumulate data and verify accuracy
– Select the appropriate theory or
principles
– Make necessary assumptions
– Solve the problem
– Verify and check results
Engineering Method

• Perfect solutions to real problems do

not exist. Simplify the problem to solve
it; steady state, rigid body, adiabatic,
isentropic, static etc
• To solve a problem, use mathematical
model; direct methods, trial-and-error,
graphic methods, etc.
Problem Presentation

• Problem statement
• Diagram
• Theory
• Assumptions
• Solution steps
• Identify results and verify accuracy