Engineering Concepts Elective Copyright 1996 Karen Falkenberg Emory College Atlanta, Georgia Course description This interdisciplinary elective is designed for students who have had two years of both science and mathematics through algebra 2. The course incorporates curriculum in science, math, and writing. Topics include structure design, electronics, construction of prototypes, marketing, and an introduction to patents. Primarily group project-driven, the course emphasizes teamwork, oral presentations, technical writing, and time management for long range projects in which students learn how to organize real-world information to develop unique solutions to open-ended problems. The course culminates with a nine-week project comprised of designing a novel product, building a prototype, and developing a marketing strategy to attack a real-world problem such as helping the handicapped, preventing crime, or eliminating a safety problem. Course goals To introduce the world of open-ended problem solving to a group of varied ability students. To stress the interdisciplinary nature of the problems encountered in the business world. To use concepts from civil engineering, electrical engineering, mechanical engineering, and marketing. To be committed to alternative assessment in this course. There are no written individual paper exams. To have students develop teamwork skills and individual accountability. To have students learn time management because there is no distinction between class work and homework. To emphasize communication through improved proficiency in technical writing and oral presentations. To allow students to be primarily responsible for their own learning. The teacher will not be the leader of the class. To be project-driven with students of varied abilities, strengths, and interests working together. To be sensitive to gender differences and encourage young women to feel comfortable being leaders on engineering projects. Course timetable 1 week on introduction to problem solving: redefining the problem, recognizing bias, developing alternatives, defining, quantifiying and justifying specifications, using a matrix to organize alternatives 6 weeks on structures culminating with bridge testing of constructed truss bridge 6 weeks on electronics culminating with individual projects in chosen area of electronics/electricity 4 weeks on development of working device to solve a teacher-selected problem 9 weeks on marketing, new product development and patents all taught by groups of students; weekly group marketing projects are submitted 8 weeks on final project: development of novel device and marketing strategy to address a community problem such as helping the handicapped, crime prevention, identifying and working on environmental problems.
Bridge Project Objective specifications: To introduce students to a. creative problem solving b. solving problems that don t have a specific answer c. the concept of using a matrix to solve an open-ended problem d. curriculum that is not driven by daily assignments, quizzes and tests e. the concept of asking outside experts for assistance To give students a chance to a. work on a short-term project b. work in a group and begin learning how to communicate so that tasks are accomplished c. be accountable for progress by using proposals and progress report documents d. use the computer for a task other than word processing or data analysis e. work on a hands-on project and build something tangible f. change roles and participate in a variety of aspects of a project g. use the library to gather information h. work with other students who have different levels of proficiency and interest in science and math on a project that uses science and math concepts This project will last the entire first 6 weeks and run from August 29 until September 29 with both in-class work and homework devoted to designing and building a model bridge. Pacing of the work is detailed in the information below and the accompanying calendar. In this first project of the course, you will be working in a group of approximately four members. Each person is to assume a role of either a.) manager b.) recorder c.) research engineer d.) design engineer Here s what each role involves: a.) The manager: This person delegates tasks to be completed for the week and is also a go-fer to facilitate work done by group. He/she is required to insure effective and efficient work done by the group. Also, he/ she is responsible for insuring that all work is organized and ready to present at the weekly reporting time. b.) The recorder: This person maintains records of all work done by the group for the week. He/she takes notes at group meetings, records ideas during work sessions and keeps documents of all work. c.) The research engineer: This person is responsible for keeping the group up to date with technical information presented at lectures and in organizing the group s independent study of reference materials. d.) The design engineer: This person is responsible for maintaining the link between the theoretical information developed through research and the actual work on design taking place as the bridge is in development. He/ she is responsible for bridge construction materials and maintaining the group s proficiency on the computer. Roles must rotate weekly with each person getting an opportunity to fill each role. It is important that you realize that at times duties will overlap and there are details to this project that aren t listed in the job descriptions above. Everyone must be willing to pitch-in and take care of tasks to complete this project.
Student Requirements Bridge Project work to be submitted Preliminary Design Proposal : on or before Sept 13 by 8:15 a.m. This should be no longer than three written pages and should be stapled to the preliminary design proposal work form. In this proposal, the group should submit a bridge design using rough sketches to illustrate the design that will be developed. This design should be supported with technical justification; i.e. basic literature research and calculations as appropriate. Progress Report 1: on or before Sept 16 at 12:55 p.m. This report should be no longer than 2 written pages and stapled to the progress report form. It should detail work done to date, work anticipated for the coming week and technical issues to be resolved. Progress Report 2: on or before Sept 23 at 12:55 p.m. This report should be no longer than 2 written pages and stapled to the progress report form. It should detail work done to date, work anticipated for the coming week and technical issues to be resolved. Final Design Portfolio: on or before Sept 28 at 12:55 p.m. Group logo and company name on cover page Table of contents Comprehensive written technical section covering all topics noted on lecture handout (this section should be no more than 8 pages long) Written summary of determination of optimum design (paper path) Scale drawings for all three views of your model bridge: front, side and top Recorded weight of model, predicted strength, and calculated strength-to- weight ratio Appendix to include: Technical calculations used in bridge design Computer print outs that are applicable Suggestions for design improvements and any technical issues not resolved Constructed Model Bridge: MUST be ready by Sept 29 at 2:40 p.m. The bridge MUST be designed to fit the bridge tester. Please bring a copy of the recorded weight of model, predicted strength, and calculated strength to weight ratio.
Design Proposal Form Group members: Design Team Name: 1. Date: 2. 3. 4. The following criteria will be used to grade your design proposal. Point values are listed beside each criterion. This proposal is worth 10% of your project grade. Due Date: Sept 13, 1994 by 8:15 a.m. NO EXCEPTIONS Maximum Length is three written pages. Staple this form to your design proposal. GENERAL Report is neatly organized with all text done on a word processor. /10 Computer printouts are included for at least two bridge construction options. /20 REFERENCE INFORMATION At least two reference sources for technical information are cited and a summary of how that material will be incorporated into the final report is included. /15 MATRIX WORK At least two design matrices are included that list alternatives and specifications to begin to solve the problem We don t know enough about our materials of construction. /25 Specifications are justified, defined and quantifiedfor the most specific matrix submitted. /10 EXPERIMENTAL WORK A detailed experimental procedure is given for at least one experiment that arises from the design matrices. This experiment should be clear and address the problem of analyzing bridge construction materials. /20
Progress Report 1 Form Group members: Design Team Name: 1. Date: 2. 3. 4. 5. The following criteria will be used to grade your progress report. Point values are listed beside each criterion. This report is worth 15% of your project grade. It should detail work done this week, work anticipated for the coming week and technical issues to be resolved. Due Date: Sept 16, 1994 by 12:55 p.m. NO EXCEPTIONS Maximum Length is two typed pages. Staple this form to your progress report. ORGANIZATION Report is neatly organized with all text done on a word processor. /5 THIS WEEK S WORK A detailed list of work done this week is included, task by task. /15 The detailed list specifies who has accomplished each specific task. /5 The set of accomplished work was fairly distributed among group members. /15 NEXT WEEK S WORK A detailed list of work to do next week is included, task by task. /10 The detailed list specifies who will accomplish each specific task. /10 The set of accomplished work is fairly distributed among group members. /15 An anticipated way for accomplishing each task is included. /25
Powerlifting Your group s objective will be to design and build a device that lifts sand. This packet of information covers all aspects of the project. We will begin on Tuesday, November 15 and end with a technical review on December 15. The problem and the specifications On December 15, your group will operate a device that you have constructed. The device should be designed to lift as much sand as high as possible in a ten-minute period. You may attempt to lift up to 100 pounds but the sand needs to be collected so that it can be reused. (The sand will be provided for you.) You will be able to examine the holding vessel that will contain the sand. You may use no other energy source except the wind energy of the fan provided. These are the constraints applied to the construction and operation of your device. The device must: 1. fit in the Webb School Gym 2. be constructed of materials that cost no more than $90. $20 will be supplied by Webb School course budget. (You must purchase supplies and then submit the original receipt for reimbursement. Staple the original receipts to a paper with a description that details what the purchase was and what it was used for. If you lose the receipt, you lose the reimbursement.) Up to $30 may be contributed by group members; up to $40 of borrowed materials may be used. (You should accurately estimate the worth of a piece of equipment or the supplies that you would like to use that you do not need to buy. Fill out a Supply Cost Form and submit it to Mrs. Falkenberg for verification prior to using the equipment or supplies.) 3. operate in such a way that the sand can easily be collected for reuse 4. use no other energy source except the wind energy of the fan provided 5. be able to run unassisted 6. operate in a safe manner without injury to anyone or damage to the gym
Time Management There are 5 phases of this project. To assist you in planning, I have listed significant tasks for each phase. In addition, I have given suggested dates for each phase. Do NOT wait until the last minute to complete a task. Be sure to spend adequate time out of class to complete work. Preliminary: Start 11/15, End 11/16 1. assess existing talents within the group 2. determine current level of knowledge of simple machines, potential and kinetic energy Brainstorming and idea generation: Start 11/15, End 11/22 1. use alternative resources such as the library, the phone, outside professionals, etc., to expand your knowledge of: simple machines, mechanical advantage, potential energy, and kinetic energy 2. use this information to help you brainstorm ideas for accomplishing the sand lifting 3. use a matrix to organize brainstormed ideas and rank according to specifications Construction: Start 11/22, end by 12/7 (last minute adjustments after that time should be minimal) 1. determine materials needed 2. assess methods for accruing borrowed materials 3. gather purchased and borrowed materials 4. construct and TEST device 5. evaluate success of device 6. go back to step 4 and iterate until successful Reporting: Start 11/28, end 12/7 (last minute adjustments after that time should be minimal) 1. write draft of written report 2. edit and finalize written report 3. produce PowerPoint slides 4. organize formal presentation 5. PRACTICE PRESENTATION Final: 1. be ready to give preliminary presentation on Dec 8 or 9 as assigned 2. turn in copies of final report on Dec 12 3. make last minute adjustments to device if necessary 4. be on time for technical review Dec 15 Throughout this project, coordination of responsibilities will be essential. It is MANDATORY that the group have tasks divided equitably among members. At the end of this project, you will be asked to assess the effort level of each member in the group and grades will adjusted reflect each member s contribution. Assessment Your group will be assessed according to how well you meet the following objectives. My objectives for each group for this project are: 1. Equitable distribution of work among group members 2. Time management proficiency for a one month project 3. Demonstrated increase in students technical understanding of simple machines, mechanical advantage, energy conversion 4. Evidence of creative brainstorming ranked in a matrix against design specifications 5. Use of outside resources for assistance (library, phone, etc.) 6. Application of technical information in construction of device 7. Construction of a novel device and troubleshooting mechanical problems 8. Proficiency in written and oral technical reporting 9. Increased level of presentation skills for all students
Marketing and New Product Development In this segment of the course, we will be studying marketing and the business of new products. We will consider how ideas are transformed into new products and how products are introduced into the marketplace. Marketing strategies and business ethics, how markets are affected by consumer behavior, and how to segment the market to get the right consumer will also be covered. We will finish this unit by considering pricing strategies and tactics and will touch on patents and ownership of ideas. All of this material will be relevant in the final project of the course that begins on Monday, March 8. You will need to know all of this as you develop a new product to target a particular problem. In the final project, you and your group will brainstorm, select specifications, explore alternatives and design a consumer product. In the final project review you will need to present the technical information as you did for your midterm exam but in this final presentation you will also cover a marketing plan using all of the information learned in the marketing unit of the course. That final exam, presented to a review board, will be on Friday, May 5. Marketing Unit Specifics We will be covering one or two topics a week as detailed on the accompanying calendar. You will be responsible for reading the distributed material and contributing to the class by presenting a weekly topic(s). You should select two or three topics that will be covered. Students with common interests will be paired for presentations. You and your group will have two days to present the information. The balance of the week will be available for open discussion and the completion of the weekly assignment. Your group will be responsible for teaching the topic to the class. You should plan for approximately 1.5 hours of class time to cover your topic. I expect that we will have 5 presentation groups. There will be three groups of three students and two groups of four students. Your presentation will account for 25% of your six weeks grade (4th grading period). In addition there will be a total of 12 assignments to be handed in. Specific assignments are noted on the calendar and will be due at the end of each week. The first two will be on the third grading period and the other 10 will comprise the remainder of your 4th six weeks grade. Those assignments will be group work.