The projects involved development of a study guide for a self-paced mechanics - statics
course, and development and compilation of design components for introductory engineering
courses. The proposed schedule was followed during the project period. The print version of
the mechanics study guide and the design modules have been completed. A copy of the page
containing the table of contents and a list of
sample design modules are attached.
The number of students affected during the Fall 2000 semester is approximately 80.
Student teams in two sections of GE 102 Introduction to Engineering are currently working
on design problems that were developed in the project. These design exercises are due at
the end of the semester. It is expected that the end of semester course evaluation will
provide some measure of assessment of the modules. The outcomes of the project are best
used in the general engineering curriculum at UW-Platteville. Because of the nature of the
engineering discipline, it is believed that other disciplines may not benefit much from the
results. The study guide developed will help engineering students in preparing for the
engineering licencing exams.
Two publications resulting from this project are in the plans for presentation at national
and regional conferences. The first one entitled "Development of self-paced study guide for
statics" will be submitted for presentation at the ASEE North Midwest Section Annual Meeting
in North Dakota in October, 2001. The second paper entitled " Introduction of design modules
into mechanics courses" is expected to be presented at the 2002 American Society for
Engineering Education (ASEE) National Conference in Montreal, Quebec in June. By the time
the paper is due for submission, the design modules will have been offered at least two
semesters and therefore, outcomes assessment and possible revisions could be completed and
ready for presentation.
Trips during the periods of exploration and information gathering were time consuming and at
times not very productive. Schedules got disrupted several times due to unforeseen
circumstances and changes that had to be made by the industry contacts. Posting the
modules on the web proved to be more challenging and time consuming than previously
estimated.
Appendix II
SAMPLE DESIGN MODULES
a few examples of design modules are presented below. Each module shows the target
level of classes where it could be used. Various aspects of engineering design process
including objectives, suggested methodology, possible outcome that the module covers are
also indicated. The user may want to modify the criteria based on the objectives.
A. Spring Design for a Mechanical Delay Switch
This project is for engineering students in a dynamics or in a combined statics/dynamics
course when energy methods have been covered. It introduces various aspects of analysis,
selection, and open ended problem solving in engineering design. The problem context is
that the manufacturer of a mechanical delay switch needs to specify a spring design for
the switch component. The student will also need to give some consideration to cost and
feasibility constraints in their design.
The primary purpose of this problem is to have the student apply energy and related
methods from dynamics to the solution of an interesting open ended design problem.
Since there is no single number type solution to this problem, students will be forced
to explore several combinations. Inclusion of the elastic limit, and velocity and
acceleration magnitude constraints, as well as comparison of linear and nonlinear spring
behavior will also require them to use the computer to generate numerical solutions to this
problem.
Students should use the computer (either specially written programs or spreadsheets) to
investigate (i.e., generate and plot) possible design configurations for this problem.
They should generate brief oral and written reports of their results in a specified format.
Graphical and tabular results should be used to justify their spring design.
B. Expert System for Auto Repair
This is intended to be used with first year engineering students in the last six weeks of
classes as an introduction to the field of engineering and cooperative learning. Students
will work in a group of two to design and develop an expert system for diagnosing a simple
automotive malfunction. The design procedure can serve as an important evaluation criterion.
The primary purpose of this project is to enable the students to understand the role of
computer programming in an engineering application. The project will also help in
demonstrating the concepts of mechanical troubleshooting and its logical representation.
Evaluation Criteria may include :Design procedure, Use of advanced programming language
features, User friendliness, Oral presentation, and Project Report emphasizing style, use of
flow charts, and correct English.
C. Design of an Assistive Device for the Elderly to Get Out of a Chair
This project is to design an assistive device for the elderly or disabled to get out of a
chair easier. It is intended for the first semester introductory engineering class, and can
be done individually or in a group. The students will decide whether to design the device to
be portable or permanently attached to a chair which the user uses most often. The student
must decide whether the device will be active or passive, a simple hinged configuration or a
mechanism based device, etc. However, they will have to address issues such as stability of
the device, cost, material, manufacturing, and other pertinent issues. At the end of the
project, the student will hand in project specifications, alternative solutions, the final
concept, and a diagram or sketch of the device.
Students may want to visit a nursing home or interview an elderly person for more information.
A model of a four bar mechanism may be taken to class, or empirical techniques in its
synthesis may be discussed in class for clarification. Other constraints may be added to
the project. For example, if the unit is to be portable, the seat must also be easily
assembled/disassembled.
The student is expected to visualize the situation and synthesize a solution for it. This
exercise in design forces the student to follow the design process discussed in class in
defining the scope of the project, design specifications, idea generation and selection,
and final implementation. The report should document each activity, including a sketch of
the product in sufficient detail showing how it works.
It is expected that students will be exposed to the design process before this project. As
a result, they should be able to determine the design steps from the given information and
form the process accordingly.
D. Battery-Powered Device to Run Single Person Vehicle
This project deals with the design of a device that uses two ordinary D size cells to move a
one person vehicle through 300 feet on a leveled concrete side walk. The students are given
a limited time to convert the battery power in to a more useful form by designing a device.
Both the battery and the device itself will be disconnected from the one person vehicle.
In other words, the energized device and the D size cells can not be carried along with the
vehicle. Also, the device must not contain any prior internal or external supply of energy
in any form. This project is intended for the first year students to do conceptual design.
Since team work is important to cover several aspects of this project, this work may be done
in a small group of students.
The students must address issues such as safety of the device, cost, material, manufacturing,
and other pertinent issues. Any available computer software may be used and the different
design alternatives analyzed to determine the optimum design. This information can be used
in the understanding of the design of human powered or other similar vehicle designs. At the
end of the project, the student will hand in project need, specifications, alternative
solutions, the final concept, and a diagram or sketch of the device. A prototype of the
device may be made and tested.
E. Identifying Societal Needs and Proposing Engineering Solutions
This project is intended to give students an opportunity to take an immediate and active
role in identifying products, projects, or processes to meet societal needs on a local or
global scale. Beyond an exercise in identifying such needs, students are to design concepts
for engineering solutions. Depending upon available funding, possibly provided by
industrial or community organizations, these projects may be implemented by advanced
classes.
Features of this project include development of student creativity, use of open-ended
problems, development and use of design methodology, formulation of design problem
statements and specifications, consideration of alternate solutions, feasibility
considerations. Constraints would include economic factors, safety, reliability,
aesthetics, ethics, social impact.
Expected outcomes include providing students an opportunity to develop their own needs
assessment and concept development techniques.
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