Integrating Emerging Technologies with Engineering Design Courses Caleb DeValve1 and Dr. Richard Goff2 1Department
of Mechanical Engineering 2Department of Engineering Education Virginia Tech Blacksburg, Virginia 24061-0238 cdevalve@vt.edu • www.me.vt.edu/amtl /p-caleb • (540) 231-2461 richgoff@vt.edu • www.enge.vt.edu/People/faculty/Profiles/goff • (540) 231-6555
Advance Materials and Technologies Laboratory Bio Transport
Blood flows through stenosed carotid and coronary arteries with a complete bypass graft are investigated by using computational fluid dynamics tools.
Composite Materials and Nanocomposites
Research focuses on the fundamentals of multiphysics phenomena in the fabrication of composite materials. Use of carbon nanotubes in structural fiber-reinforced composites is studied for their damping characteristics.
Microfabrication
As microsystem technologies and application prospects continue to grow, it is of interest to fabricate high aspect ratio microstructures from a broad range of metals and ceramics. A new technique is investigated based on capillary-driven microcasting and curing of an epoxy-based metallic or ceramic nanoparticulate slurry into a sacrificial plastic mold, and sintering of the nanoparticulate ceramic or metallic phase to form the micropart.
Energy
Fuel cells, photovoltaics and thermal energy storage all represent emerging alternative energy sources. Transient operation of fuel cells and fuel cell/battery and fuel cell/gasoline hybrid systems are being investigated to design systems for tracking varying power requirements in different applications. Thermal energy storage based on phase change materials are being developed for concentrating solar power systems.
ASEE 2011 – DeValve and Goff
Engineer of 2020 “Engineers in 2020 will exhibit practical ingenuity. … Using science and practical ingenuity, engineers identify problems and find solutions. This will continue to be a mainstay of engineering. [emphasis added]” “Engineering is a profoundly creative process. A most elegant description is that engineering is about design under constraint to create a successful design in the sense that it leads directly or indirectly to an improvement in our quality of life… [emphasis added]” -The Engineer of 2020, NAE, 2004 ASEE 2011 – DeValve and Goff
New Design Course New design course, with the goals of: 1. Encouraging students’ practical ingenuity 2. Providing the opportunity for creative engineering 3. Exposing students to emerging technologies
Course Composition: [Photo credit: greenpacks.org]
Design Theory
Emerging Technology
Proposed design course:
“Design utilizing emerging technologies” Focus: Junior-level engineering students Creative engineering design project Example technology: composite materials
[Photo credit: markacadey.net]
[Photo credit: solarrochester.com]
ASEE 2011 – DeValve and Goff
Motivation Emerging/developing technologies
Design
New and exciting
Six stages and application
Potential for innovation and development
Focus on discovery through concept generation
Opportunity for involvement in purposeful design
Emphasis on planning stages
Team project experience
Example: Mercedes-Benz Biome
Six Stages of Design
[Photo credit: www.topspeed.com]
[Photo credit: The Mechanical Design Process, Ullman, 2010]
ASEE 2011 – DeValve and Goff
Structure 15-week semester format 1st half of semester: design/emerging technology Design Emphasis on planning, product definition, and concepts Importance of process and early design iterations Designing quality into products Emerging technology – performance composites [Photo credit:material The Mechanical Design Process, Ullman, 2010] applications Current composite Strengths vs. weaknesses 2nd half of semester: application to design project Teams according to personality indicator (Myers-Briggs) Design problem is decided by students within each team Team meetings/progress discussions with instructor Culminated by team reports and presentations [Photo credit: motorcycle-use.com]
ASEE 2011 – DeValve and Goff
Teaching Resources Text: Ullman D.G., 2010. The Mechanical Design Process, 4th edition. McGraw Hill, New York. Barbero E.J., 2010. Introduction to Composite Materials Design, 2nd edition. CRC Press, Florida.
ASEE 2011 – DeValve and Goff
Topical Outline for Composite Technology Introduction What is a composite? Why are they important? Current applications? State-of-the-art composite materials
Fibers (carbon, e-glass), resin (epoxy, polyester) Fiber weaves, fiber lay-up, processing (handson lab demo)
Strengths and benefits Lightweight High specific strength Intricate shapes through molding Manufacturing and production Mold types, mold manufacturing Fabrication techniques ASEE 2011 – DeValve and Goff
Team Project
Project statement given to students in course syllabus: Your task as a team is to conceptually design a product, system, or subsystem based on the following criteria: Choose an area of technology or specific product which could benefit from the application of composite materials and redesign this product. Alternatively, choose a customer need for which there is no solution available which could be fulfilled by developing a design which utilizes composite materials. The final design must consist of at least 25% composite materials!
You and your team of 2-4 other engineers will work through the first four stages of design (as outlined in Ullman, 2010) in detail throughout the remainder of the semester. Aspects of the design process which have been stressed in this class should be reflected in the methodology and approach your design team takes to this problem. To culminate the class, a final report will be turned in and a presentation will be made to the class regarding your design process and final design.
Project Examples: Tennis racket Automobile rim Airplane body panel ASEE 2011 – DeValve and Goff
Design/Technology Learning Goals Learning Goals
Type of Learning
Nested Learning Objectives
Type of Learning
1. Understanding Habits of mind Cognitive - application Students will be able to effectively work through and application the product planning stage of design of the Students will be able to take customer Cognitive - analysis 6-3-5 methodand to convert design a them new desk that addresses the needs of mechanical Example: Students utilize therequirements into measurable criteria are that the desk must: design processcurrent college students. The design engineering metrics 1. Be lightweight, Cognitive - synthesis Students will generate several conceptual 2. Be simple to move solve a specifc problem 3. Be easy to sit in and getideas up outwhich of 4. Have internet access Students will be able to connect and apply the Cognitive - synthesis 5. Have at least two electrical power outlets presentproblems, in and out of design process to general 6. Have adequate room forengineering a laptop computer and paper notebook 7. Not be outdated in five years 2. Relevant Information Students will be able to identify different Cognitive - knowledge knowledge and processing composite materials and the associated appreciation for strengths/weaknesses of each emerging Students will understand the different fabrication Cognitive technology processes available for actual composite comprehension manufacturing Cognitive - application Students will be able to calculate material properties based on constituent materials Students will understand the current limitations Cognitive - analysis and areas of improvement involved with composite materials
ASEE 2011 – DeValve and Goff
Project Learning Goals Learning Goals
Type of Learning
3. Critical application of new technical knowledge to a design scenario
Complex thinking
Nested Learning Objectives
Type of Learning
Students will identify a technology area where composite materials are not currently used but could be useful
Cognitive - analysis
Students will develop a new product by Cognitive - synthesis combining current technical expertise with new Example 1: Student 1 sees the benefits of composite material technology lightweight composites could be added to the Cognitive - evaluation Students will estimate the cost effectiveness of structure of a car – would reduce the total their new design weight of the car and increase acceleration, top Cognitive - evaluation speed, and gas mileage capabilities Students will assess others design groups ideas and ingenuity 4. Enhancement Effective Affective Students will brainstorm collaboratively with of the students communication social/Cognitive team members to generate design ideas ability to synthesis Example 2: Student 2 realizes the benefit ofwill have the opportunity to present communicate Affective - social Students into ideas and composites being able to be molded their ideas and final design solution to the class complex shapes - could be used to design information intricate exhaust cover for an engine to replacemeetings with the instructor will be Affective - motivational One-on-one the limitations of metal currently used used in to this discuss progress and gauge understanding application of the course material Affective Students will work together to produce reports social/Cognitive and presentation materials synthesis
ASEE 2011 – DeValve and Goff
Assessment – Learning Objectives Goals
Sub-Goals (Objectives)
Type of Learning
Assessment Strategy
Feedback Strategy
1. Understanding Students will be able to Cognitive - Design Project: Discussion, and application effectively work through application product planning feedback from of the entire the product planning stage group members design process Example: of designStudents designing the desk (discussed in previous slide) must In-class exercises, Studentsthe willrequirement be able to of “easy Cognitive transform to sit in- and get up out of” into Discussion, indesign project: take customer class examples, measureable engineering quantities,analysis such as leg clearance from the desk product definition requirements and convert graded quizzes supports, seat height from the floor, and angle of back support them into measurable engineering metrics Students will generate Cognitive - Quizzes, design Grading, several conceptual ideas synthesis project: conceptual discussion, group which solve a problem members Students will be able to apply the design process to general problems, in and out of engineering
Cognitive - Discussions, design synthesis project
Discussion, grading
ASEE 2011 – DeValve and Goff
Assessment – Design Project Criteria (objective or performance)
Level/Score and Associated Description 1
2
3
4
Follow through in Only 2 of the items in Only 3 of the Only 4 of the items design planning box 4 (on the far items in box 4 (on in box 4 (on the far right) the far right) right)
Thorough and meaningful Plan Template, Task sequence, cost prediction, GANNT chart, SWOT analysis, and pro-con list
Accurate product Identification of some definition customer needs, but not in measureable form and unorganized, composite material benefits incorrectly applied
Identification of customer needs in product converted to engineering specifications but composite material benefits incorrectly applied
Identification of customer needs but not in measureable form and composite material benefits applied to a product advantage
Clear indication of customer requirements converted to engineering specifications and organized in a house of quality
Creative and Only one concept, innovative incomplete idea conceptual design
One well thought out concept
Two new concepts, at Three solid concepts utilizing least one being the benefits of composite innovative materials
ASEE 2011 – DeValve and Goff
Assessment – Student Feedback Questions to be asked of the students both before and after the semester (in order to compare students pre-conceived ideas/beliefs with their post-semester reactions):
Additional exit questions to gather data related to students self-assessed learning, how satisfied they were with a lesson or course, and what changes they would recommend:
In your own words, what does the word “design” mean to you?
How have the in-class discussions helped you to grasp the design project as a whole?
Describe a general engineering design process in your own words
How can the design process be applied to problems outside of engineering?
Do you think that your definition of an engineering design process can be applied to problems outside of engineering?
Reflect on how your perceptions of working in a team on a design project have changed/remained the same as a result of this design project.
Do you feel like you could walk into a successful company such as GE or Toyota and begin working on an open-ended design project with confidence?
What changes would you recommend for the course?
ASEE 2011 – DeValve and Goff
Conclusions
A new design course has been proposed which combines the teaching of design theory with emerging technologies in engineering fields.
The new design course:
Encourages the development of ingenuity and creativity in engineering design
Is structured to accommodate different engineering disciplines in general, and is designed to be tailored to the individual instructor's field of research expertise
Supplements the design instruction between the freshman and senior years of study in the undergraduate engineering curriculum by focusing on junior-year level students
Recommendation: A minimum of one “trial” class using the proposed course outlined here should be offered in a curriculum and the results of the course assessment should be studied to determine the effectiveness of the course in achieving the desired outcomes.
ASEE 2011 – DeValve and Goff
Support Slides
ASEE 2011 – DeValve and Goff
Grading Grading 10% - Class participation in discussions 5% - Demonstration of understanding of both the design process and emerging technology during one-on-one meeting with instructor 15% Conceptual weekly (during first seven weeks) quizzes related to course content 70% Design project 10% Teamwork 10% Project planning, documentation, follow-through 10% Definition of needs and engineering metrics
10% Concepts generated to solve design problem 25% Implementation of composite material technology towards solving the problem 15% Presentation of entire process
10% Report 5% Calculation accuracy/validity 5% Innovation and creativity in design ASEE 2011 – DeValve and Goff
House of quality Date:
1-Oct-10
Key points:
Authors: Team Name: Combining Emerging Tech. with Eng. Design
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Members Names: Caleb DeValve
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Can requirements of curriculum, teachers, administrators, and students all be met?
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What
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Stages of design related New Design Course ME Senior Design ME Freshman Design Target (delighted) Threshold (disgusted)
Learning objectives which are satisfied
5
Students who would recommend this class to a peer
3
Satisfaction of teacher/customer with design solutions
2
Industry satisfaction with design preparedness of student
10
Students who are interested in taking the course each semester
8
Students who fail course
6
Students who drop course
4
3
Administrators satisfaction with effectiveness of class outcomes
7
6
Teachers satisfaction with design ideas generated
5
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Students satisfaction with knowledge of emerging technology
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Students satisfactions with personal design capabilities
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Time to generate viable concepts
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Students satisfaction with class
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Specific design requirements generated
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Direction of Improvement Units Discussion of basics/theory Application to design problem Time to develop concepts Importance of planning Increase students perception of design importance (vs. raw tech. knowledge) Develop design creativity Technological progression is presented Relevance to present technology Engage student Inspire student to push developing field Design instruction gap between freshman - senior Be "gradeable" Fit into departments vision Add educational value Add practical value Be "interesting" Prepare the student for team design Prepare the student of industrial design demands
NOW ● - Our Product
Design problems assessed
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HOW
Concept generation
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Emerging Technology
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Curriculum
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Other
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Design
Industry
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WHAT
Department Administrators
Teachers/Faculty
Students
Who
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Impart the importance of planning and the initial stages of design
○ - ME Senior Design
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Reduce time to concept generation and increase the quantity and quality of concepts which attempt to solve design problem Retain students in program/classroom Prepare students for demands of design within industry
50 90 50 80 50 80 90 100 25 75
ASEE 2011 – DeValve and Goff
SWOT analysis SWOT Analysis Design Organization: ENGE 5024 Date: 9/9/10 Topic: Evaluation of a new design course focused on composite material applications Strengths: Weaknesses: Wide range of composite technologies, Could be a lot of material to cover in a material selection, and fabrication short amount of time techniques The main messages of design could be Could incorporate physical diluted by having to introduce demonstrations from research lab composite materials background as well Would teach design within the Student interest in specific topic could framework of using composite materials be a problem Composites are an emerging technology Do specialized technologies deserve where there is still potential for their own semester-long class? application and exploration Will students taking this class have New course would expand the teaching learned and understood the principles topics of the department regarding the design process as well as composite materials and their Downloadable micromechanics and application? structural analysis software from the chosen textbook Opportunities: Develop designs within an expanding field Harness the benefits which composite materials can provide over traditional building materials. Expose students to emerging technologies
Threats: Composite materials be too specific and limit design possibilities Will enough students be interested in composite structure design to fill a class which will most likely be an elective? Possibly too much material into a semester Could run the risk of an unnecessary focus on composite materials
Team Member: Caleb DeValve
Prepared by: Caleb DeValve Checked by: Caleb DeValve Approved by: Caleb DeValve Designed by Professor David G. Ullman Form # 11.0
The Mechanical Design Process Copyright 2008, McGraw Hill
Key points: (S) Emerging technology should engage students
(W) Material could be watered-down because of breadth of topics covered (W) Student interest (or lack thereof) in specific emerging technology (O) Expose students to new technology to make education more relevant (O) Expand the teaching opportunities of the department (T) May be too much material for one class ASEE 2011 – DeValve and Goff