In this course the linear elastic theory (Hook’s Law) is discussed and extended towards more complex 3D situations (principle stresses, etc.) This includes the use of tensors, tensor analyses and linear algebra. The student learns to apply these theories to simple constructions. During the lectures, multiple real-life examples and materials (polymers, glasses or powders) will be discussed for the student to see the applicability and importance of this course.

Learning aims

1. Work with tensors
2. Calculate stresses (force equilibrium, etc.)
3. Explain occurring deformations (strain) based on material theory
4. Apply 3D elasticity theory on components of a construction
5. Understand and describe material behaviour other than elasticity
6. Evaluate and understand the results of a calculation
7. Recognize the problem at hand and simplify it based on the interpretation of elasticity theory

The focus here is the plastic surface (properties thereof) in interaction with the counter surface and, to a lesser degree, the bulk properties of the plastics (this is the subject of another course in this block). In summary, lectures basic tribology (friction and wear) and surface properties (also how to measure). Depending on the type of product chosen in this module, a lecture will be given to provide the student with specific tribo info related to the product.

Learning aims

1. Identify a tribological system
2. Analyze a contact by applying the Hertzian equations
3. Understand basic friction, lubrication and wear mechanisms
4. Understand friction phenomena as stick-slip, sliding, etc. and is able to analyze a basic mechanism in this respect
5. Determine the life span of a component using the wear law
6. Adapt a construction in order to minimize friction and wear

In view of the important development towards saving energy, a lot of effort has been put in reducing the weight of existing constructions. This has been an ongoing trend in the airplane industry, but this trend progresses towards more and more new products. In many cases, this weight reduction is achieved by implement lightweight polymer components. As a mechanical engineer, it is very likely that at some point in your career you will have to work with polymers. Because polymers differ significantly from metals, is it important to understand their unique properties and to already take these into account during the design phase of a product. In this series of lectures, first the chemical and physical structure of polymers is used as a basis to explain their time and temperature dependent mechanical properties. In addition, the processing step and the influence of different processing conditions on the final product are discussed.

Learning aims

1. Indicate how the chemical and physical structure of the polymer chains affect the properties of the polymer
2. Describe the different phase transitions and corresponding changes in physical structure and mechanical properties
3. Use existing models for (time dependent) small deformations in plastic components (linear visco-elastic theory including Boltzmann and time-temperature superposition) in the calculation of (time dependent) deformations or stresses
4. Use the molecular composition of the polymer to explain mechanical behaviour during large deformations and fracture
5. Explain the behaviour of plastics during production processes and make changes to the design of the production process to prevent undesirable behaviour

The project challenges competing groups of co-operating students from different educational programmes to meet the multi-disciplinary project assignment by developing an adequate product while explaining and underpinning the product development cycle. The assignment is a realistic design brief, provided by an industrial partner. This company can also play a role in e.g. feedback moments and the project wrapup. In the project, students 'Industrial Design Engineering', 'Industrial Engineering & Management' and 'Mechanical Engineering' conjointly participate in project groups. The project relies on the student groups to plan, manage and execute the development cycle, according to their explicitly stated priorities and focal areas. The multidisciplinary teamwork is supported by lectures in Interdisciplinary Methods.

Learning aims

1. Design, by collaborating and communicating in a multi-disciplinary group – a design agency – a common identity and vision for that agency.
2. Design a feasible, valuable and founded product, that fits both a realistic need & portfolio and a design agency’s identity & vision, by applying integrated product development and concurrent design methods.
3. Analyse and interpret multidisciplinary, incomplete and ambiguous (complex) information and use this to make underpinned decisions in relation to a product-in-design.
4. Design a complex product that integrates knowledge from multiple disciplines, within a limited amount of time, by applying project management techniques to set priorities in a plethora of relevant design aspects.
5. Reflect upon the integration of knowledge in the product and the process.

The project challenges competing groups of co-operating students from different educational programmes to meet the multi-disciplinary project assignment by developing an adequate product while explaining and underpinning the product development cycle. The assignment is a realistic design brief, provided by an industrial partner. This company can also play a role in e.g. feedback moments and the project wrapup. In the project, students 'Industrial Design Engineering', 'Industrial Engineering & Management' and 'Mechanical Engineering' conjointly participate in project groups. The project relies on the student groups to plan, manage and execute the development cycle, according to their explicitly stated priorities and focal areas. The multidisciplinary teamwork is supported by lectures in Interdisciplinary Methods.

Learning aims

1. See osiris for learning objectives per specialization

The course Value Proposition Design focuses on developing a compelling value proposition for a product or service. Students will explore concepts such as the value proposition, functional, symbolic, and experiential value, as well as strategic marketing decisions related to pricing, communication, and distribution based on the SAVE-model (Solution, Access, Value and Education).

Learning aims

1. Understanding the different aspects of value (perceived and delivered value, costing) and applying these different aspects to the context of the project.
2. Analysing the customer perspective, the organization perspective, the industry perspective and the societal perspective in relation to the value of a product.
3. Designing a product with the intention to create value using framing and value engineering techniques.
4. Communicating value by means of branding and marketing communication.
5. Translating the Value Proposition Design into the tactical elements of the marketing mix and make a plan how to deliver and communicate value.

The course "Market Research" equips students with the skills to thoroughly investigate the potential market of a product under development that inform their project work in multidisciplinary teams. The course specifically supports students’ emphasizing with consumers and testing design choices to validate steps to make informed decisions for product development and improvement

Learning aims

1. Understand different approaches to research and the impact of research methodology.
2. Understand the role of research in the design process.
3. Understand the cornerstones of high-quality research and apply tools to assure research quality.
4. Apply qualitative methods and analysis to emphasize with the customers and uncover insights.
5. Use quantitative approaches to test and validate design solutions.
6. Develop and execute research plans for real-world product development and improvement.
7. Evaluate research findings and draw relevant conclusions.

In Information Management and Visualisation, students learn to structure, manage, and communicate product information effectively. In the mandatory part of the course, students focus on using CAD tools to create and manage detailed product data, particularly for handling product variants and configurations. In the elective part, students specialise in one of three areas in information management and visualisation: In Digital Sketching, students use a drawing tablet and digital software to create expressive product sketches. They apply perspective, construction, and line dynamics, while materialising materials like glossy, matte, textured, and transparent surfaces. Students also integrate visual references to support design development and effectively communicate ideas. In Rendering for Communication, students learn to effectively convey product information to different stakeholders using a range of rendering techniques. They tailor visual outputs to suit specific audiences and design phases, selecting appropriate methods to support clear and purposeful communication. In Product Lifecycle Management (PLM), students explore how to manage product data across the entire development process. They use PLM tools to create structured systems for organising and sharing information within multidisciplinary teams, ensuring the right information reaches the right person at the right time.

Learning aims

1. Examine and define the needs for creation, structuring and communication of product information within a multidisciplinary product development context.
2. Explore suitable theoretical and practical approaches (for the right person at the right time) for the creation, structuring, and communication of product information.
3. Select and utilise relevant tools (such as SolidWorks, Unity, PLM tools) for the creation, structuring, and communication of product information, demonstrating proficiency in their practical application.

The project challenges competing groups of co-operating students from different educational programmes to meet the multi-disciplinary project assignment by developing an adequate product while explaining and underpinning the product development cycle. The assignment is a realistic design brief, provided by an industrial partner. This company can also play a role in e.g. feedback moments and the project wrapup. In the project, students 'Industrial Design Engineering', 'Industrial Engineering & Management' and 'Mechanical Engineering' conjointly participate in project groups. The project relies on the student groups to plan, manage and execute the development cycle, according to their explicitly stated priorities and focal areas. The multidisciplinary teamwork is supported by lectures in Interdisciplinary Methods.

Learning aims

1. Design, by collaborating and communicating in a multi-disciplinary group – a design agency – a common identity and vision for that agency.
2. Design a feasible, valuable and founded product, that fits both a realistic need & portfolio and a design agency’s identity & vision, by applying integrated product development and concurrent design methods.
3. Analyse and interpret multidisciplinary, incomplete and ambiguous (complex) information and use this to make underpinned decisions in relation to a product-in-design.
4. Design a complex product that integrates knowledge from multiple disciplines, within a limited amount of time, by applying project management techniques to set priorities in a plethora of relevant design aspects.
5. Reflect upon the integration of knowledge in the product and the process.

This course is aimed at teaching students the fundamental basics of marketing and introduces some relevant models and analysis techniques used in new product development and -introduction.

Learning aims

1. Explain core concepts of marketing theory
2. Address the business and brand strategy, and assess the market situation
3. Conduct and interpret market research, obtain insights in customer behaviour, and design a marketing plan
4. Use research (market and consumer) to inform the product development
5. Apply key concepts of marketing theory to increase the odds of the market success of a product (e.g., define place, price and promotional strategies)

The course gives an introduction in the manufacturing of products by industrial production processes. It provides the theoretical knowledge base for these production processes as well as for the company context in which such processes are applied. With this, the course provides the background for all courses and projects that relate to the production of products. At the same time, the course is an introduction in the applicatibility of production processes in practical circumstances. Production 1 focuses on the producibility of products; in this, material characteristics like material type and crystal structures play a significant role. While taking into account these material characteristics, a variety of production processes like casting, moulding, forming, machining, joining, plastics & composites processes are explored. In the lectures the theory of the production processes is elaborated on; during the practicals the relation between the theoretical knowledge and practical situations in the workshop is established. Production I is the first course in the cycle on manufacturing engineering; as a consequence it is considered as foreknowledge for other courses in this cycle. Many other courses implicitly assume knowledge on production processes and techniques; this course provides the knowledge.

Learning aims

1. Distinguish and describe the various production processes for discrete production
2. Recognise and explain the (dis)similarities between the various production processes
3. Select feasible/applicable production processes for a product while being able to underpin that selection
4. Relate material characteristics to (the feasibility/applicability of) production processes
5. Interrelate product geometry, material and production process(es) in relation to a.o. production quantity, batch size, tolerances, accuracy, quality and cost

For production of components and assemblies good technical drawings are required. Just a perspective sketch is not allowed and not sufficient enough. The technical drawings are currently not drawn anymore by hand but 3D CAD systems are used to create 3D CAD models. These 3D models are the basis for the 2D technical drawings. The course aims at the technical presentation of a product for production. The course pays attention to all 2D aspects of a technical drawing, for instance projection methods, section views, dimensioning, tolerances, geometric tolerances, fit tolerances, roughness, welding symbols, etc. Another important part of the course is 3D CAD modelling. The course focusses on 3D modelling methods, like feature based design. The student learns the basic skills of feature based modelling and learns how to model 3D CAD models (parts and assemblies).

Learning aims

1. Analyse a product and can (with that information) model a 3D CAD part model and can redefine it easily.
2. Create assemblies in 3D CAD.
3. Can read a technical drawing.
4. Can apply the technical drawing rules.

The course aims at preparing students to apply the concept of sustainable supply chain design in their projects. Students will be provided the basic concept of sustainability and sustainable development in an introductory lesson (including the students from Mechanical Engineering and Industrial Design programs). Next, the concept of supply chain design and its relation to product design phase will be discussed. In addition, strategies to recover economic value-added from secondary physical flows will be classified and their environmental and social contributions will be discussed. Efficient thinking for sustainable supply chain implementation and its connection to product life cycles will be given in order to contribute the projects of student groups. Economic and Enterprise Input-Output Modelling will be taught to monitor the sustainability of supply chains so that students can visualize the environmental, social, and economic consequences of taken decisions along supply chains.

Learning aims

1. Describe the main concept of sustainability and the relation of products and supply chains with the sustainability concept.
2. Apply environmentally and socially sustainable solutions in the company project (central to Module 6).
3. Design environmentally friendly and economically efficient supply chains.
4. Identify sustainability niches in products and relate these to circular supply chain thinking.
5. Relate the product design phase to the supply chain design phase and execute these phases simultaneously in the company project (Module 6).

The project challenges competing groups of co-operating students from different educational programmes to meet the multi-disciplinary project assignment by developing an adequate product while explaining and underpinning the product development cycle. The assignment is a realistic design brief, provided by an industrial partner. This company can also play a role in e.g. feedback moments and the project wrapup. In the project, students 'Industrial Design Engineering', 'Industrial Engineering & Management' and 'Mechanical Engineering' conjointly participate in project groups. The project relies on the student groups to plan, manage and execute the development cycle, according to their explicitly stated priorities and focal areas. The multidisciplinary teamwork is supported by lectures in Interdisciplinary Methods.

Learning aims

1. Design, by collaborating and communicating in a multi-disciplinary group – a design agency – a common identity and vision for that agency.
2. Design a feasible, valuable and founded product, that fits both a realistic need & portfolio and a design agency’s identity & vision, by applying integrated product development and concurrent design methods.
3. Analyse and interpret multidisciplinary, incomplete and ambiguous (complex) information and use this to make underpinned decisions in relation to a product-in-design.
4. Design a complex product that integrates knowledge from multiple disciplines, within a limited amount of time, by applying project management techniques to set priorities in a plethora of relevant design aspects.
5. Reflect upon the integration of knowledge in the product and the process.

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Learning aims

The course gives an introduction in the manufacturing of products by industrial production processes. It provides the theoretical knowledge base for these production processes as well as for the company context in which such processes are applied. With this, the course provides the background for all courses and projects that relate to the production of products. At the same time, the course is an introduction in the applicatibility of production processes in practical circumstances. Production 1 focuses on the producibility of products; in this, material characteristics like material type and crystal structures play a significant role. While taking into account these material characteristics, a variety of production processes like casting, moulding, forming, machining, joining, plastics & composites processes are explored. In the lectures the theory of the production processes is elaborated on; during the practicals the relation between the theoretical knowledge and practical situations in the workshop is established. Production I is the first course in the cycle on manufacturing engineering; as a consequence it is considered as foreknowledge for other courses in this cycle. Many other courses implicitly assume knowledge on production processes and techniques; this course provides the knowledge.

Learning aims

For production of components and assemblies good technical drawings are required. Just a perspective sketch is not allowed and not sufficient enough. The technical drawings are currently not drawn anymore by hand but 3D CAD systems are used to create 3D CAD models. These 3D models are the basis for the 2D technical drawings. The course aims at the technical presentation of a product for production. The course pays attention to all 2D aspects of a technical drawing, for instance projection methods, section views, dimensioning, tolerances, geometric tolerances, fit tolerances, roughness, welding symbols, etc. Another important part of the course is 3D CAD modelling. The course focusses on 3D modelling methods, like feature based design. The student learns the basic skills of feature based modelling and learns how to model 3D CAD models (parts and assemblies).

Learning aims

In this project, you will work towards a concept design of which you will create a simple visual model. The project kick start familiarized you with the various phases of the design process. This project will once again go into the various design phases. This project will end at the concept phase. In the next project, you will work in groups to develop a concept into a working prototype.

Learning aims