Implementation Of A Three Semester Concurrent Engineering Design Sequence For Lower Division Engineering Students

North American undergraduate mechanical engineering design education has failed to meet the needs of industry in educating students in effective design philosophies typified by the concurrent engineering design philosophy. Current programmes emphasize traditional engineering analysis courses, leaving little room for truly educating the students in the fundamentals of mechanical engineering design. This paper uses the concurrent engineering design paradigm to design a programme for the education of students in mechanical engineering design. The basics of concurrent engineering design are outlined, the failings of typical design education stated, and an exploration of the required features of a new design curriculum presented.

The Early Intervention and Mechanical Engineering (EIME) project provides real-world engineering design experience to undergraduate engineering students while significantly enhancing the services provided to children with special needs in the region surrounding Tennessee Technological University (Upper Cumberland region). These enhanced services are provided through a mutually beneficial collaboration between early intervention and engineering at Tennessee Tech. Engineering students engage in this project as part of a Design of Machinery Course. Student teams are matched with children with needs for novel applications of adaptive and assistive technology to facilitate transitioning of children from early intervention to preschool programs and inclusive environments. The projects are selected to emphasize motion control tasks. Examples include improved mobility, exercise, adaptations for feeding and everyday functioning, and interactive play. The project serves the engineering program by providing real-world design experiences as well as resources to develop and test projects. This paper will describe how the project is integrated into the design of machinery curriculum and present several examples of typical projects. Assessment of student outcomes relative to design and learning experience will be discussed. The paper will conclude with lessons learned and recommendations for future implementation of this project.

The paper outlines a pedagogical approach whereby a number of technology-intensive skills can be quickly learned to a level of useful practicality through a series of discrete, yet cumulative explorations with the design goal of creating intelligently responsive architectural systems. The emerging area of responsive architecture serves as a practical means for inventing entirely new ways of developing spaces, and the designing and building environments that address dynamic, flexible and constantly changing needs. Responsive architecture is defined here as spaces and objects that can physically re-configure themselves to meet changing needs. The central issues explored are human and environmental interaction and behaviors, embedded computational infrastructures, kinetic and mechanical systems and physical control mechanisms. Being both multidisciplinary and technology-intensive in nature, architects need to be equipped with at least a base foundational knowledge in a number of domains in order to be able to develop the skills necessary to explore, conceive, and design such systems. The teaching methods were carried out with a group of undergraduate design students who had no previous experience in mechanical engineering, electronics, programming, or kinetic design with the goal of creating a responsive kinetic system that can demonstrate physical interactive behaviors on an applicable architectural scale. We found the approach to be extremely successful in terms of psychologically demystifying

The infusion of engineering design into high school settings can help develop students’ critical thinking skills and expose them to engineering careers at an early age. However, since the advent of engineering design in pre-college milieus, researchers, educators, and curriculum developers alike have been brooding over ways to introduce this equivocal subject into the k-12 realm. Due to its interdisciplinary nature engineering design has also struggled to find a home in classroom settings moving between technology education, to science classrooms and even informal learning environments. These factors considered it is our belief that the science, technology, engineering, and mathematics (STEM) field as a whole has failed to provide educators with an adequate literature-based framework for the infusion of engineering design experiences into the classroom. This includes determining proper sequencing of engineering design activities and establishing what types of engineering design problems high school students are able to work or solve. This paper will attempt to ameliorate some of these issues by promulgating a conceptual framework for introducing engineering design experiences to high school students. We will address the following areas in regards to engineering design in high school settings: situating engineering design in the curriculum, sequencing the engineering design experience, selecting appropriate engineering design challenges and assessing the engineering design experience. It is our contention that proper attention to these four areas will support the infusion and investigation of proper curricula and pedagogy needed to provide successful engineering design experiences for high school students.

Function to form information used in reasoning about mechanical engineering drawings based on experience in design was investigated. The verbal utterances of expert mechanical designers, quasi-experts (graduate students) and novices while reading 13 mechanical engineering line drawings were recorded and analyzed for function to form relationships. A discriminant analysis of descriptions of these drawings showed similarities and differences between the design features used by each group when reasoning about the drawings. The results of this analysis and their implications for the development of intelligent CAD systems are discussed.

This research focuses on the development of a quantitative intelligent system for implementing concurrent engineering design. The paper first discusses the task of concurrent engineering design and the basic requirements for conducting integrated concurrent engineering design. The proposed quantitative intelligent system approach combines qualitative reasoning, based upon design and manufacturing knowledge, and quantitative evaluation and optimization, conducted using design information and manufacturing data generated in the knowledge-based reasoning. The method allows considerations on non-operating principle aspects of a product to be incorporated into the design phase, such as manufacturing, maintenance, service, recycle, etc., with an emphasis on production costs. The proposed method serves as a convenient software tool for gathering information required in the concurrent engineering design process and integrates tasks from different parts of the product development life cycle, particularly function design, manufacturability analysis and production cost estimation. A prototype software system is developed based upon this method using Smalltalk-80. In the prototype system, concurrent engineering design is carried out by: (1) describing and representing design requirements; (2) generating feasible design candidates and evaluating their design functions; (3) representing design geometry; (4) finding the associated production processes and predicting the production costs of each feasible design; and (5) identifying the costeffective design that satisfies given design requirements and requires minimum production costs.

This paper proposes an integrated approach for developing the engineering curricula with a specific focus on engineering design. The proposed approach allows a continuous and coherent development of engineering students' design skills throughout the entire undergraduate curriculum. This ongoing design experience is delivered at an involvement and complexity level compatible with the students' study year. In the integrated approach, three different stages are identified: Structured Design Experience, Guided Design Experience, and Open-Ended Design Experience. The objectives, implementation mechanism, and the expected outcomes of each stage are outlined. The proposed methodology systematically develops not only design skills but also teamwork, communication skills, project management, and lifelong learning. The implementation of the proposed approach is demonstrated by presenting courses in the Electronics track which shows the gradual, integrated delivery of structured, guided, and open ended design experiences as students progress from the freshman to the final year of study. As a case study, the delivery of design skills using the proposed approach is assessed through the students' survey in the electrical engineering curriculum at the American University of Sharjah, United Arab Emirates.

Mercer University's School of Engineering has been using K'Nexreg based design kits in its Introduction to Engineering Design Course for several years. These kits have been used to build vehicles that participate in a variety of competition venues including amphibious, boat, cable car, dragster, off road, and ramped. These competitions have been run in timed race, tug-of-war, and head-on collision formats. This course is not just a brainstorming or build and test experience but also introduces the concept of an engineering design process including the selection of a 'best' design based on technical considerations and prediction of design performance. Students present their design experience and decisions through two design reviews which include a document and presentation. This workshop will consist of a mini-design experience. Participants will work in small groups. The design experience will include brainstorming, technical calculations, design selection, design construction, testing, and presentations. The design experience will conclude with a competition

With the publication of the Framework for K-12 Science Education (National Research Council, 2012) and adoption of the Next Generation Science Standards (NGSS), emphasis is now placed on the integration of engineering principles and practices into formal science education. Engineering design allows teachers to effectively blend disciplines and integrate math and science as a means of building student understanding of and skills for engaging in both content areas and appreciation for both content areas (Lehman & Capobianco, 2012). Integration of engineering design into school curricula, however, requires teachers to have content knowledge, pedagogical skills, and resources necessary to promote student learning in math and science through design (Lehman & Capobianco, 2012). Content-focused PD has been found key to improving teacher knowledge of STEM (Wilson, 2013). Pre-college engineering education providers, such as Project Lead The Way (PLTW) and Engineering Is Elementary (EiE), offer comprehensive curricula and professional development opportunities in engineering education. These programs are high quality and provide an entry point into engineering education for K12 teachers; however, the engineering design exercises are prescriptive and vary in the degree to which they explicitly address the science standards inherent to the design problem. In addition, most K12 educators often struggle to adapt or to create from scratch design experiences for their classrooms. Therefore, there is a need for professional development that provides K12 educators with grade-band appropriate content knowledge in engineering design and makes explicit the process creating or adapting classroom-based engineering design experiences. This study data presents a from a three-year effort to develop and implement a weeklong professional development institutes for K12 teachers focused on engineering design. The effort, funded through a state grant, was executed as a partnership between the colleges of education and engineering at a mid-sized state university. In Year 1 (Summer 2015), course learning objectives were finalized as: (1) developing a working knowledge of the engineering design process (EDP); (2) differentiating between engineering design and “making”; (3) understand how the EDP aligns with NGSS; (4) apply different modeling and prototyping techniques; (5) independently creating engineering problem statements applicable to particular grades in K-12; and (6) developing pedagogical techniques for successfully implementing classroom-based design challenges. Year 2 (Summer 2016) included refinement of teacher deliverables to include: (1) self-generated database of engineering design lesson plans, stratified by grade band and NAE Engineering Grand Challenge areas; (2) functional first-generation prototype from established design challenges; (3) lesson scaffolding and exemplar student work for design challenges; and (4) participation in peer-evaluated design critiques. Summative program evaluation was performed in Year 3 with only minor changes in the course content from prior years. A total of 36 teachers participated in the five-day workshop and were clustered in working groups by grade band (K-2, 3-5, 6-8, and 9-12). Summative evaluation included pre- and post-workshop surveys, observation and interviews, and in-classroom follow up during in Fall 2017. Short-term outcome measures include pre-post changes in teacher self-efficacy related to core content, hands-on prototyping, and the engineering design process. Longer term measures include teachers’ implementation of a novel or adapted engineering design lessons in their classrooms and evaluation of the alignment and quality of these exercises through student deliverables. Short-term measures showed gains in most measures of self-efficacy; in-classroom follow-up is presently underway and will be presented in this study. Adoption of NGSS presents an opportunity for the engineering profession to expand and diversify its talent pipeline; however, this opportunity will only be realized if K12 teachers are well-prepared to deliver high quality, grade-band appropriate engineering experiences in their own classrooms. The professional development curriculum created in this study may be used as a model to empower teachers to develop and adapt NGSS-aligned curriculum.

An Internet-enabled integrated system for co-design and concurrent engineering

Nowaday, more than half of the residual oil reserves in PJSC Tatneft are concentrated in carbonate reservoirs, while the share of their production is lower than in terrigenous sediments (Figure 1). This determines the set of challenges facing PJSC Tatneft in the field of stimulation of oil production from carbonate reservoirs. The work is devoted to the search for the best solutions for the selection, design and implementation of various types of fracturing (acid, propane, hybrid) in carbonate reservoirs. A qualitative and comprehensive assessment of the applied technical solutions and tools for monitoring the implementation of hydraulic fracturing is given.

PrefaceThe International Conference on Applications and Design in Mechanical Engineering 2017 (ICADME 2017) was held on 21-22 August 2017 in Penang, one of the most popular tourist destinations in Malaysia. ICADME 2017 was organized by Mechanical Engineering Programme in School of Mechatronic Engineering, Universiti Malaysia Perlis.The ICADME 2017 aims to provide a platform for participants from diverse field of Mechanical Engineering backgrounds to exchange ideas and findings to promote cooperation, networking as well as knowledge sharing in both engineering practice and research in higher education. The conference includes the fields of Applied Mechanics, Themofluids and Energy as well as Design and Manufacturing. The conference received more than 100 papers from Malaysia and other countries over the world. After a rigorous peer-review process, 84 papers were accepted. The accepted papers that focused on theory, applications, design and experimental studies relevant to mechanical engineering field were invited to present in this conference.I wish to record my gratitude to all reviewers, both local and international, for their time and effort in reviewing the papers. Their feedbacks to the authors have been excellent and useful to ensure the high quality of papers for the conferences. My sincere thanks also go to all sponsors for their generosity. Last but not least, I would like to thank also the organizing committee members for their hard work, cooperation and suggestions in ensuring the success of this conference.Ir. Dr. Khairul Salleh BasaruddinChairmanICADME 2017

This paper presents ongoing work to standardize model-based system engineering as a complement to point design development in the conceptual design phase of deep space missions. It summarizes two first steps towards practical application of this capability within the framework of concurrent engineering design teams and their customers. The first step is standard generation of system sensitivities models as the output of concurrent engineering design sessions, representing the local trade space around a point design. A review of the chosen model development process, and the results of three case study examples, demonstrate that a simple update to the concurrent engineering design process can easily capture sensitivities to key requirements. It can serve as a valuable tool to analyze design drivers and uncover breakpoints in the design. The second step is development of rough-order- of-magnitude, broad-range-of-validity design models for rapid exploration of the trade space, before selection of a point design. At least one case study demonstrated the feasibility to generate such models in a concurrent engineering session. The experiment indicated that such a capability could yield valid system-level conclusions for a trade space composed of understood elements. Ongoing efforts are assessing the practicality of developing end-to-end system-level design models for use before even convening the first concurrent engineering session, starting with modeling an end-to-end Mars architecture.

As products become ever more diversified, their life cycles are becoming shorter. To reduce production costs, increased process automation and concurrent design are priorities. Therefore, a collaborative integrated design system is crucial in the mold design and manufacturing process. This research develops a collaborative navigation system for concurrent mold design within the computer-aided design (CAD) browser, using Pro/Web.Link as the core tool. Providing both concurrent engineering and collaborative design functions, the navigation system is capable of assisting designers in accomplishing 3D mold development efficiently and accurately with the help of the standard component library and design decision-making system. The results show significant time savings over other mold design process methodologies.

The objective of this study is to develop and incorporate a multidisciplinary engineering design experience into an academic success and professional development course that aims to retain non-calculus-ready first-year engineering students. The project followed the five-step engineering design process using knowledge from multiple engineering disciplines. Students were tasked to design a scale model of a safe, sustainable, and cost-efficient oil derrick with PASCO kits, engage in discussion to consider societal, global, cultural, and further factors in design, practice an elevator pitch with entrepreneurship specialists from the university start-up incubator, and present the final design to a multidisciplinary judge panel from academia and industry in engineering, math, social science, and business at a Poster Expo. This project-based learning aligned with the student outcomes of ABET and the Engineering for One Planet framework for sustainability education in engineering. Opportunities and challenges of this multidisciplinary learning experience were analyzed using triangulated data sources from student course performance, a student perception survey (N = 16; Cronbach’s α = 0.959), and student retention data. Results showed a positive student learning experience with 88% of students reporting that the multidisciplinary design experience was positive to their learning and increased their interest in engineering. Ninety-four percent of student retention in engineering was reported by the end of the semester (N = 17).