Design Problem-Solving for Information Technology Practice

Question: Discuss about theDesign Problem-Solving for Information Technology Practice. Answer: Relevant problem-solving methodologies Information Technology Practice and Engineering focus on design and problem-solving. Here, the artifacts must be conceived, established, utilized, modified, maintained as well as retired. During these process, engineers are faced with complex problems which might seem easy to a layperson, but very complex. Such problems show 3 shared features: Firstly, the problem alone is never often identified easily. Usually, view of the customer about the problem is, very imprecise at best, and extremely deceptive at worst. Secondly, problem is always open-ended. No single correct solution. Rather, an assembly of options must be accounted for in an attempt to get the best or even a most appropriate solution. Usually, the best solution shall hinge on objectives or viewpoints of the client (Jones and Jones 2015). Thirdly, at least, there is, in the first phases of the process of design, a considerable absent of info. Engineers have to collect info as required and have to identify, amongst all information that might be gathered, how much and what is essential. Initially, these complex design aspects were ignored in engineering education. Preferably, the focus was on comprehensive examination alongside the difficult, insufficiently defined, aspect of design including identification of problem, conception as well as substitute solution generation. However, there has been an acknowledgment in the recent past that conceptual, innovative, as well as creative design aspects, have shared characteristics irrespective of the particular problem that needs a solution. Consequently, it has been realized that it is feasible for strategies alongside methodologies to be taught for tackling problems. Importantly, many colleges have since ushered project and coursework on methodology of design into curriculum. The system approach and analysis: This resulted from the fact that engineering innovation has become complex and hence the need for system approaches. The complex projects have since become very huge to be addressed by one individual hence teams for design created with a lead-engineer taking a managers role. Project is divided into specific parts which are then allocated to each primary team member. In the massive project as seen in the system hierarchy above, every person manages another engineers group who work on the sub-project. Thus, the systems idea hierarchy and subsystem emerge with accompanying formal mechanism need for handling different teams interactions (Von Hippel and Von Krogh 2015). Previous problem-solving approaches are now employed in every subsystem and system. For example, considering the total cost of a pipeline optimization together with the pump developed for raising water from low-lying reservoir to a raised one, two extremes must be considered. To decrease the flow resistance in a pipe, it might be feasible to utilize a big diameter pipe with small resistance internally; it might be likely to make do with the comparatively small pump. The cost of the pipe would be huge but that of the pump small. Thus, to decrease cost, it will be feasible to utilize a small-sized diameter pipe. Nevertheless, the resistant to flow will subsequently be substantial and even a bigger pump will be required to propel water via the smaller pipeline. Albeit cost of the pipe is low, that of the pump here will be larger. A problem is thus determining an optimum pipe and pump sizes that provide least TC (Sun and Parsons 2017). The above graph illustrates the method used here as the cost is plotted against the pipe and pump size. As the diameter of the pipe surges, the pipeline cost increases as shown by line A. But as the diameter of the pipe surges the flow resistance drops making it feasible to utilize smaller, cheaper pump (Hwang, Hung and Chen 2014). This implies that pumps cots or line B drops as diameter of pipe surges. TC or line C is got through the summation of line B and line C. This illustrates a high TC as 2 peripheries with optimal solution at the TC curves turning point (TP). The TP location recognizes best sizes for pipe and pump. Design: To solve the problem above, we will have the pipes, pumps and the cost required to buy them. This will then help us set the system of optimization of pump/pipeline system. This system as has been shown above will help us arrive at the optimum sizes of both pump and pipe and at the optimum cost yet the resistance to flow will have been extremely reduced (Clark and Mayer 2016). Synthesis alternative/innovative solutions, concepts and procedures The alternatives to this system can be understood by first recognizing that only two variables were used including pipe and pump size. This led to one line with a minimum TP. However, if incase of three variables, the sole line will shift to a 3-D surface, and optimum solution will be provided by a lower point on such a surface. Decision making In applying the decision-making methodologies, this solution appears to be more simple but very efficient, effective and sustainable. This is because the resistance to flow is reduced and the small pump is required to push the flow in the pipeline. The cost is at a minimum, and this means that it can be sustained in the long run even if the pipe and pump are to be replaced (Brown and Chandrasekaran 2014). Implement and test solutions This system can be implemented on a farm where water is to be a pump for irrigation. The test solution is done when the farmer can meet his objective of irrigating his farm with the little cash he has rather than spending a significant amount of complex pipeline and pumping. References Brown, D.C. and Chandrasekaran, B., 2014.Design problem solving: knowledge structures and control strategies. Morgan Kaufmann. Clark, R.C. and Mayer, R.E., 2016.E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. John Wiley Sons. Hwang, G.J., Hung, C.M. and Chen, N.S., 2014. Improving learning achievements, motivations and problem-solving skills through a peer assessment-based game development approach.Educational Technology Research and Development,62(2), pp.129-145. Jones, V. and Jones, L., 2015.Comprehensive classroom management: Creating communities of support and solving problems. Pearson. Sun, L. and Parsons, J., 2017. Design Cognition in 3D Modeling Wearable Product: Exploring Challenges and Transitions for Apparel Designers. Von Hippel, E. and Von Krogh, G., 2015. CrossroadsIdentifying viable needsolution pairs: Problem solving without problem formulation.Organization Science,27(1), pp.207-221.