17063 - Industrial Engineering Design and Methods

Course Unit Page


This teaching activity contributes to the achievement of the Sustainable Development Goals of the UN 2030 Agenda.

No poverty Quality education Industry, innovation and infrastructure

Academic Year 2021/2022

Learning outcomes

Educational objective

This laboratory is based on the experimentation and application of the DFSS (Design For Six Sigma) methodology applied to the vehicle sector, which becomes a pretext for learning ways of contemporary design research capable of generating original, useful and beautiful innovation. The DFSS is mainly based on 5 lines of action: Define - define the objectives of the project Measure - measure the objectives of the project Analyze - analyze project inputs and outputs Design - designing for aesthetics and functionality Validate - check the quality of the result

Course contents

Back and forth from the future: the redesign of the car

Man has cognitive and motor limits: the car is a design space of possibilities


The car was the symbol of the 1900s. A pervasive symbol that determined the shape of the territory and the city, connoted the global lifestyle, influenced a large part of the consumption processes, defined the characteristics of the advanced capitalist production system. The first twenty years of the new millennium are strongly urging important and necessary transformations in the means and systems of mobility, as well as in the infrastructure and energy system that it needs to function. The car is the crossroads and the epicenter of these transformations and must be able to incorporate and revive them by radically redefining many of its components. Among these, the most fragile component of the system that makes the vehicle work is the human being; most road accidents are due to human errors, many of which are caused by distraction; the journey by car has lost much of its glamor and in many cases (despite the improvement in the living conditions of the passenger compartment) it causes discomfort and tiredness, especially due to the intensity of the traffic that comes to "steal" almost 1/5 of human life . The pollution from fine particles is so high that it makes life in many of the contemporary cities less and less tolerable and the energy requirement affects the climate and the future of the Earth in an increasingly important way.

The semiotic and symbolic value of the vehicle has changed over time. In the first years of its diffusion, the vehicle was an exclusive asset and a symbol of prestige and power; then mass goods and an element of social differentiation. The conditions of use and safety have improved significantly (better conditions in the passenger compartment, greater safety, first passive and then active) and especially in recent years, the vehicle has been transforming its nature as a proprietary asset into a service asset. Telematic technologies, connectivity, sensor enhancement and research on vehicle dynamics, artificial intelligence and materials studies, to name just a few of the most salient aspects, have significantly increased the complexity of the vehicle. If on the one hand it brings with it complex technological equipment such as those mentioned above, the car nevertheless maintains elements of tradition on the other hand which prefigure situations of inadequacy between the vehicle, the users and the surrounding complexity. For these reasons it seems to us that it is useful to try to rethink the relationship between machine and human being trying to focus not on the vehicle platform but on the components that materialize this relationship (ie habitability system, security systems, control systems, feedback systems , entertainment systems, comfort systems).


The wealth that the three teachers can bring to this educational laboratory is characterized by the integration of the 3 knowledge that converge in the analysis and development of these projects: product design, process and system engineering, cognitive ergonomics and Human Machine Interaction . Therefore students, divided into groups of 3 members each, will be primarily administered by an assigned teacher who will assist the progress of the projects. All research and project progress, at the end of the phase, will be shared with all three teachers simultaneously in order to better integrate the skills and return the complexity of the topic to the students.


Contents referable to the module of prof. Flaviano Celaschi

The module expresses contents referable to two sets that interact in this laboratory: - design driven innovation methodologies (Advanced Design, User's Studies, Design Thinking, Codesign, anticipation and applied futures sciences); - systemic analysis of the automobile product and of the opportunities and problems that appear to be tackled by the contemporary designer. The activity will be enriched by the analysis of video clips commented by the teacher and guests for the seminar session.

Contents referable to the module of prof. Leonardo Frizziero

The module is characterized by the description and application of Industrial Engineering Methodologies, applicable to automotive products. In particular: - IDeS Industrial Design Structure, for the organization of an industrial project - DFSS Design For Six Sigma, for the systematic implementation of the project phases - SDE Stylistic Design Engineering, for style-oriented design - QFD Quality Function Deloyment, oriented to market analysis - Benchmarking, oriented to the analysis of the competition - Top Flop Analysis to define the innovation objectives The activities will find space within projects that simulate the creation of a product within the company.

Contents referable to the module of prof. Roberto Montanari

The module intends to investigate how the epochal transformations of the vehicle, autonomous driving, electrification, connectivity between vehicles and infrastructure, active and preventive safety systems, are directing designers to rethink many of the interactive practices inside and outside the passenger compartment. These interactive practices particularly concern the Human Machine Interface (HMI) of the car and the ergonomic processes, mainly cognitive, which must be introduced to face new design challenges. The activity involves the study of the technologies that are changing the vehicle (automation, electrification and connectivity), the interaction technologies that are emerging (innovative displays, vocal, gestural interaction systems, etc.) and the principles of cognitive ergonomics and interaction designs needed to design new HMIs. The study phase will be accompanied by a virtual prototyping and validation phase with the methodologies of ergonomic and experiential verification. Of course, the classroom work will be accompanied by cases and testimonials.


Celaschi, F., Non Industrial Design, Luca Sossella editore, Milano 2017

Casoni, G., Ceaschi, F., Human Body design, Franco Angeli, Milano 2020

Norman, D., Il Design del futuro, Apogeo, Milano 2008

Frizziero, L. et al., Developing innovative crutch using IDeS (industrial design structure) methodology, Applied Sciences (Switzerland), Vol. 9, Iss. 23, 1 December 2019, nr. 5032

Frizziero, L., Liverani, A., Nannini, L., Design for six sigma (DFSS) applied to a new eco-motorbike, Machines, Volume 7, Issue 3, 2019, nr. 52

Ulteriori riferimenti puntuali saranno dati dalla docenza durante le lezioni del primo blocco.

Teaching methods


The path is divided into 3 phases:

• insemination and problematization phase (characterized by ex cathedra lessons and seminars with in-attendance or digital guests)

• analysis phase (in which the groups explore both filed and desk the topics that have been agreed with the teacher)

• prototype design and development phase (in which the analysis finds synthesis and form and focuses on the solution)

At the end of each phase an elaborate slideshow is required which will be presented to all the other students and will be assessed as an intermediate assessment of progress for each group.

Assessment methods

The exam consists in the evaluation of the final project result which will be mediated with the assessments that the teachers will collectively give to the intermediate analysis phase and to the active participation of the students in all the moments of the course.

Teaching tools

1) Slides of Theory

2) References in Literature

3) 2D CAD and 3D CAD

4) Possibly 3D printing and Augmented Reality

Office hours

See the website of Leonardo Frizziero