Introduction to Engineering Design (IED) (ENGR 2050) Section 3 Spring 2005 (This document is available at http://www.rpi.edu/~xug2/teaching.htm) FACULTY X. George Xu, Associate Professor of Nuclear Engineering (Dept of MANE) and Biomedical Engineering Office: JEC 5027; Phone: x 4014 Office hours: Monday 8:00 am – 10:00 am; 12:00 noon – 2:00 pm Thursday 8:00 am – 10:00 am; 12:00 noon – 2:00 pm (I also hold office hours in NES 1-11 for another course and research; The best way to get hold of me is to make an appointment by email!!) E-mail: xug2@rpi.edu CLASS SCHEDULE Section #3 only: Monday and Thursday, 10:00 am- 11:50 am, JEC 5119 (with Prof. Xu) and All sections: Wednesday, 4 pm – 5:30 pm, DCC 308 (with selected lecturers) TEXTS / SUPPLIES 1) IED Course Reading Material, Available free from the website below http://www.lib.rpi.edu/dept/library/reserves/ENGR/offcampus/ENGR205001/1.pdf 2) Computation Notebook, National 43-648, 4x4 Quad, AVERY DENNISON. You need to purchase from Union Bookstore. 3) Fundamentals of Physics by Halliday, Resnic and Walker. 7th Ed. You should have used this book before. We will need to read the book for basic physics principles related to the design project. COURSE OBJECTIVES The goal of the course is to prepare engineers for the future challenges of design. Design is presented as the integration of knowledge, skills, creativity, collaboration and hard work for the purpose of solving problems and meeting needs. Engineering designers identify problems through research, acquire new knowledge through exploration, create solutions using their analytical knowledge to model solution performance, refine solutions using their analysis skills, test solutions using experiments and refine their knowledge and predictions using the results. For the designer, the solution is never finished; it is always a work in progress awaiting another opportunity to become even better. Design is taught within the framework of the modern engineering approach which requires solutions that are high quality, innovative, low cost, and done quickly. The objectives of the course are: 1. Nurture student capacity in methods of problem solving while highlighting the importance of creativity in developing innovative solutions. 2. Build skills of identifying customer need, design goals, design objectives and translating these to specifications for the design. 3. Exercise and improve important design skills of visualization, calculation, experimentation, and modeling. 4. Build skills in organizing people and ideas for successful design. These include skills in teamwork, project management, verbal and written communication, and documentation. These objectives are achieved through a combination of design exercises, presentations, design testing, and scale model design and build. Page 1 Introduction to Engineering Design INTRODUCTION Design is the essence of the practice of engineering and is a fundamental requirement in the academic preparation of an engineer. As stated earlier, engineering design is both problem definition and problem solving. For professional designers, design is consuming because it draws on all the knowledge and skills the person has. As such, those with skills and experience in design find that the same skill set can be applied in many areas besides engineering. Design is also key to a company's ability to compete. A company with a superior design process will have: shorter time to market, lower cost, better match of products to customer wants, and higher quality and performance. The focus of this course will be the design process. The design process provides a structure in which the various phases of design occur in a logical and efficient sequence in order to arrive at the most successful outcome. This course will present the best of traditional design practices as well as several modern design tools. Seven phases of design will be presented and experienced: (1) Recognition of the Need, (2) Creation of the Design Requirements, (3) Conceptual Design, (4) Concept Development, Testing, and Embodiment, (5) Detailed Design, (6) Bench Testing of Subsystems, and (7) Scale Model Design and Integration. While the description of design makes it appear as a formula that one just applies, design requires creativity by the engineer. Creativity methods will be presented and creativity encouraged in the course. In engineering, the design process is not done in isolation but is done in collaboration with engineering colleagues and suppliers of parts and materials. During design, the engineer addresses the needs and wants of the customer, decides on the needed functions and features, collaborates with other engineers and designers on design decisions, considers the costs and ease of manufacture, and conforms to regulatory and marketplace standards. For a significant portion of this course, the student works as a contributing member of a design team with other engineering students. The design team will be responsible for the full design of a response to the semester project challenge. The individual student will contribute to the team performance through independent design work that meets the requirements set by the team and the project assignment. The student’s work must be compatible with the work of other team members and be integrated into the overall project vision of the team. Faculty will mentor each student in this effort. Industry has identified teamwork as one of the more important characteristics of a successful engineer. As a consequence, successful teamwork has a major role in satisfactory completion of this course. Team building exercises and frequent meetings with a supervising faculty member are utilized to promote teamwork. The best way to improve design skills is to apply them frequently. A series of design assignments are used in the course which require the application of engineering fundamentals which have been already learned. To supplement existing course experience, lectures are presented on several key technologies which can be incorporated into the design. However, there will be many instances when the student will encounter topics and problems that have not been covered in previous courses or lectures. In this situation, the student will be responsible for researching and developing the necessary knowledge for solving a problem. Sources of this knowledge can involve using the library, technical references, handbooks, or equipment catalogues, as well as consultations with others such as experts and potential end-product users. COURSE ORGANIZATION The instructional aspects of the course include lecture, design sessions, professional development class, and studio meetings in which students meet with the supervising faculty. Lecture and Design Sessions (Monday and Thursday at 10am in JEC 5119). This course includes lectures. Topics covered include the overall design process and the design tools which are used during the semester. After the lecture, students will meet in design /studio sessions. These sessions expand on the material presented in lecture, provide hands-on application of lecture material, provide a time for team activities on the term project, and provide a forum for individual and team presentations on design work. Professional Development (Wednesday at 4pm in DCC 308). The Professional Development segment of the course meets weekly for 1.5 hours. This segment is taught by faculty and staff of the Archer Center for Student Page 2 Introduction to Engineering Design Leadership Development. A separate syllabus is provided for this segment. To receive an A for the course, A quality work is required on this material. Poor performance in this course segment may require retaking the Professional Development course before graduation. Design Teams. The class will be split up into design teams. In general, design teams will be multidiscipline. Within teams, sub teams are expected to be formed which will be assigned by the team to functional areas. The team will take the problem from concept development to detailed design to bench test of design to scale model embodiment. The individual and team assignments provide the steps necessary to design and test an innovative design. The faculty advisor assigned to each team will act as a coach, cheerleader and consultant to the team. In addition, the faculty advisor will closely mentor each student on their design effort and contribution to the team design and test activity. Depending on the engineering discipline mix of a class, the team structure may be altered to small specialty teams who are responsible for a stated functional module. The module must be plug_and_play with the modules of other teams in the class. Design Studio Meeting. Student design teams will assemble for these time periods and work in the presence of supervising faculty on their design project. During the design phase, these studio sessions will focus on the design and specification of the assigned artifact. During the bench test phase, these sessions will concentrate on testing and demonstrating design feasibility These sessions may also include formal meetings between the design team, individual students, and the faculty advisor. The faculty member will work with the team on their design and help guide the team in the design process. Team members should come to meetings prepared to discuss their design work and assignments. On a day to day basis, the faculty advisor may assign specific tasks to be completed by the team or individual team members. COURSE SCHEDULE, REQUIREMENTS AND GRADING Design Notebooks. Each student must maintain a design notebook. This notebook required is the brown lab notebook (National No. 43-648) available at the bookstore. The notebook must be organized following the outline provided in the course Readings. The importance of this notebook cannot be overstated. It is the basis on which your contribution to the design process of your team is evaluated. Everything that you do in connection with this course and with your design must be entered in the design notebook. The material in the design notebook must support the design decisions you and your team make. For example, if a power supply is part of your design project and you are going to purchase it, the design notebook must have entries for determining the voltage and amperage requirements of the power supply. These requirements are calculated as the sum of the load demands of the electrical and electronic components in the design. Your notebook must list the components or subsystems, list the voltage requirement of each, list the current requirements of each, sum the loads by voltage level, find the total load, and provide for a safety margin of supply. Only when this is done can a power supply be selected. The notebook should be brought to all scheduled meetings and class periods. It will be collected and graded many times during the semester. An excellent notebook is required to receive an A in the course. An A notebook has: • Fully documented research notes including dates and source references for both the individual phase of the design assignment and the team phase. These research notes should abstract pertinent information from the raw documents found and not just present the raw documents. • Up to date time sheets listing how time was spent and current totals. • Well documented design activity work including problem finding and resolution in conformance with the guidelines presented in the course notes. • Quantitative design development work supporting design decisions. • Accurate and complete meeting notes which identify meeting time, date, attendees, discussion summary, decision summaries, and items required of you from the meeting. • Stated sources for work recorded in your notebook that is not your original work. For example, if you copy by hand a sketch from another person, that person must be credited as the source of the work. Page 3 Introduction to Engineering Design Grading. The final course grade is based on your performance on the design and project assignments of the class and your work in professional development. Your performance on the professional development component of the course counts 25% towards the final grade. The letter grade A is reserved for students who do excellent work on all course requirements and assignments. The general guideline for awarding the final letter grade is below. Grade “A” Performance All of the attributes of “B” performance plus… “B” Performance No higher than “C”. D and F grades are possible in the course. Problem Solving/ Design Skills Goes beyond the obvious, creates a vision, discovers new uses and applications for technology, integrates knowledge across diverse areas at the problem definition phase. Uses models and analysis to understand area before taking action. Very good research on problems and design options, creates alternatives and analyzes to some extent before decisions. Considers the overall system impact as part of decision making. Identifies and adheres to constraints as they relate to the work of others. Responsibility Contributes to project/ team management and coordination in addition to his/her individual work. Responsible for design, build, test, drawings, for significant part of project. Teamwork Provides significant leadership, inspires others to do their best through example, is critical to success of the team Communicates well, shares responsibility, supports others, open to all ideas, is important to success of team Performance Learns new material, uses past course material, accomplishes significant results DocumentationNotebook is key. Course grade of “A” requires an “A” notebook. Great project, poor notebook, no “A”. Professional Development Excellent documentation of all work done. Numerous alternatives described and considered. Drawings, tests, calculations, assumptions, cost and safety considered, highlights conclusions A recognized contributor to class activities and discussion, excellent error free work on all class assignments. Personal Characteristics Excellent in all aspects of the course Works as an EngineerProfessional, ethical, respectful, shows initiative, work done on time, accomplishes all major tasks Very good notebook and reports, good planning, clear, organized, sufficient details so that someone could replicate your work, and understand why done that way. Very good class participation attending all scheduled sessions, good effort and performance on class assignments with some errors in logic in written work, and few wrong answers or statements on tests. Reliable, focused, organized, motivated Good research measured on breadth and depth on design problems. Minimal research receives failing grade. Presents or considers few alternatives. Cursory consideration or fails to consider impact on others of design actions. Some or little modeling supporting design activities. Works jointly with another on a design component with little independent action or takes responsibility for a minor component. Minimal contribution to team. Okay or poor communication, poor attitude Lack of initiative and effort, often late with work, does not work as an engineer. Task Page 4 Insufficient details, poor planning and time recording, Does not demonstrate sufficient effort. Good to poor class participation and/or attendance, missing one or more assignments, poor effort and performance on written assignments and/or test with many errors identified. Lacks motivation, easily distracted, does not plan, procrastinates Introduction to Engineering Design Your work on design activities includes individual design assignment work and on your performance as a member of your design team. Your team performance grade is based on the substantive nature of your design project, how well you and your team follow the design process outlined in class, how well the design choices are backed up with engineering judgment and calculations, how well the team communicates the design in both presentations and written reports, how well the team follows a project schedule with continuous and steady progress towards project completion, and how well the team functions together including delegation of tasks and mutual assistance. While grading of design activities will generally follow the percentage contribution presented below, students who do not make verifiable and significant contributions to team activities will receive a lower grade for the team portion based on their contribution to the team project. A non - contributing team member will receive a much lower grade for the course than their teammates. Professional Development (25 percent) Individual Design Grades (50 percent) Design Documentation, Project Design Preparation and Process Assignments (25.5 percent points) 1. Notebook Review #1 (3 percent) 2. Notebook Review #2 (4 percent) 3. Notebook Review #3 (4 percent) 4. Notebook Review #4 (4 percent) 5. Notebook Review #5 (2 percent) Research Summary Memo (1.5 percent) Detailed Design Submission Number 1 (3 percent) Detailed Design Submission Number 2 (4 percent) Final Detailed Design Documentation (8 percent). Each team member prepares full detailed design of their assigned subsystem component including drawings and supporting analysis. Both quality of design work and completeness of design documentation will be graded. 1. Text presentation including design analysis and calculation (2 percent) 2. CAD, bill of materials, drawings and other exhibits for fabrication and /or coding. (6 percent) Individual Component / Subsystem Quality, Performance, Design Justification and Testing, and Integration with Overall System (12 percent) Substantive Nature of Individual Subsystem, Analysis and Development Steps of the Design, Scheduling of Activities and Timeline Achievement, Conformance to Requirements, Achievement of Design Goals and Design Innovativeness, Integration with System, Workmanship and Student Built Content of Scale Model Attendance and Participation (2.5 percent) One unexcused absence or significant tardiness allowed with no penalty. Second absence penalty is 0.5%.. Third and fourth absence penalty is 1 percent. Contribution to team and ability to work with team members (2 percent) Design Team (Sub team) Grades (25 percent) 1. Written Conceptual Design Report (3 percent) 2. Conceptual Design Class Presentation (2 percent) 3. Memo on Design Assignment to Team Members (1 percent) 4. Progress Report and Presentation (1 percent) 5. Exhibition Presence and Conduct (2 percent) 6. Detailed Design Presentation (Semester End) (2 percent) 7. Detailed Design Report Organization, Introduction and Summary (2 percent) 8. Full System Design Evaluation (12 percent) Substantive Nature of Design, Management and Scheduling of Project Activities, Conformance to Page 5 Introduction to Engineering Design Requirements, Achievement of Design Goals and Design Innovativeness The grade assigned is based upon performance and not on how much time spent by the student. Design is both exacting and demanding. Outstanding work may contribute to the final grade above the maximum stated for a grade category. COURSE CONDUCT We have chosen to operate this course with a different set of rules of conduct than a normal lecture course. In this course you will be treated as an engineer employed by the company IED. You will be expected to behave in a professional manner. All class lectures and sessions are company scheduled meetings. The instructors, as the company management, expect you to attend, be on time, and to participate in all meetings (lectures, design sessions and team meetings). If you cannot attend a meeting, we expect early notice not late notice. STUDENT CONDUCT AND COMMITMENT Each student should average 8+ hours per week outside of class on this course. This time should be spent on the course every week. You will not be able to "read up' on the notes, or "cram" later in the semester to make up for lost time. Delay in your work will impact the team and the project and has serious consequences for all. Keep track of the hours you spend on this course, and record these in your design notebook. Assignments for which the individual will receive a grade for their work must be the sole work of the individual student. Collaboration, copying, "working together", plagiarism and falsification on individual assignments are not tolerated. This applies to CAD work as well. Quotes and fair use of material produced by others is permitted provided that this material is clearly marked in the assignment submission and complete reference information is provided for material source. See the Student Handbook section on Academic Dishonesty for further information on student responsibility for assigned work. If a student is found to have violated academic dishonesty standards, the student will be assigned the grade F for the course and the case will be forwarded to Student Affairs for further action. The student can appeal the finding to the instructors of the course in writing and the appeal will be considered by the instructors of the course. Spring 2005 Schedule, Due Dates and Milestones The project work has desired design activities specified within the project statement. Many of these are presented in this schedule. Date M – Th Section 1/19 Reading for Class Ch. 3 1/20 Ch 2. 1/24 Ch. 1 Project Descripti on Ch. 3.6 1/26 Page 6 Activity Work Issued Lecture Intro to Engr Design Engineering 7 Steps Doing Research Intro to Project Faculty Introduction Mindmapping Focus on Being the Expert Notebook Use Example Introduce Physics Topics Areas Shared Research Communication Exercise Team Time Teams Announced 1/24 Lecture IDEO Tape Creativity Learning Expert Presents Project Issued Work Due Complete notebook setup 1 to 3 page summary on each physics area assigned. Personal profile. Notebook setup. Personal Profile due 1/20, 1/21 Research on learning styles, teaching styles, teaching methods, public debate on learning. Notebook Check Personal Profile due 1/21 Introduction to Engineering Design 1/27 Ch 3.4 Function Supplem ent Function Analysis Morphological Chart Alternatives Teams Announced 1/25 1/31 Ch. 2.3 Analysis Supplem ent 2/2 Motor Supplem ent Spec Sheet supplem ent 2/3 Ch. 3.3 Decision Supplem ent Ch. 4 Calculation exercise using Notebook Guidelines. Estimation. Role of models and calculation in design. Lecture Using motors, loading motors, controlling motors, switches, relays, h-bridge, motor speed control, logic control of motors, measuring position. CAD Refresh 1 Goals, Objectives Vision Statement Decision Making Methods Concept Design & Report Team Time Studio Notebook Review # 1 Lecture Signal origination, logic circuits (electrical and mechanical), signal conditioning, analog signals, binary signals, signal devices, wheatstone bridge, logic diagrams. CAD Refresh 2 Team Concept Presentation 2/7 2/9 Signal Supplem ent 2/10 2/14 Ch. 4 Ch. 5 Team Time Studio 2/16 Control Supplem et Lecture Control using time sequence, step sequence, mechanical control approaches, computer control approaches, feedback control. Laptop systems. Team Time Studio 2/17 Page 7 Research on issues of teaching science, the current state of the art of instructional items. Third world country teaching constraints, teaching science. Research on measuring learning. Role of feedback in learning and teaching. Testing recall. Research Summary Memo Notebook Review Next Class Preliminary goals and objectives list for a system of physics learning. Team Concept Presentation Next Class Research Summary Memo Team Memo of Assigned Design Responsibilities Team Concept Report Team Concept Report Due 2/14 Team Memo of Assigned Design Responsibilities 2/14 Team Post Up of System Geometry, Shape, Sizes Team Concept Report Due 2/15 Team Memo of Assigned Design Responsibilities 2/15 Introduction to Engineering Design 2/22 2/23 Detail Supplem ent 2/24 2/28 3/2 Detail Supplem ent 3/3 3/7 3/9 Team Post Up of System Geometry, Shape, Sizes Lecture Enabling Technologies Detailed Design Analysis and Presentation Format Team Time Studio Notebook Review # 2 Team Time Studio Lecture Design analysis standards and presentation formats. Team Time Studio 3/24 Team Time Studio Lecture Project planning again, measuring progress, ethics, intellectual property, safety. Team Time Studio Notebook Review # 3 Team Time Studio Team Time Studio 3/28 3/31 4/4 Team Time Studio Team Time Studio Team Time Studio 4/7 Team Progress Report Presentation Team Time Studio Notebook Review # 4 Team Time Studio Team Time Studio Faculty Review of Scale Model Team Time Studio Project Exhibition, 4:00 to 7:30 PM 4/22 Design Reflection Notebook Review # 5 Team Time Studio Team Detailed Design Presentation 3/10 3/21 4/11 4/14 4/18 4/21 4/25 4/28 5/2 Page 8 Ch. 5 Notebook Review # 2 Indiv. Detailed Design Memo Individual Detailed Design Memo Notebook Review # 3 Individual Detailed Design Memo # 2 Individual Detailed Design Memo # 2 TeamProgress Report and Presentation Team Progress Report Team Scale Model & Subsystem Exhibits Exhibition Material Notebook In Team Final Report Introduction to Engineering Design