The application of knowledge based expert systems to mechanical engineering design

Investigation of the different approaches used by Expert Systems researchers to solve problems in the domain of Mechanical Design and Expert Systems was carried out. The techniques used for conventional formal logic programming were compared with those used when applying Expert Systems concepts. A literature survey of design processes was also conducted with a view to adopting a suitable model of the design process. A model, comprising a variation on two established ones, was developed and applied to a problem within what are described as class 3 design tasks. The research explored the application of these concepts to Mechanical Engineering Design problems and their implementation on a microcomputer using an Expert System building tool. It was necessary to explore the use of Expert Systems in this manner so as to bridge the gap between their use as a control structure and for detailed analytical design. The former application is well researched into and this thesis discusses the latter. Some Expert System building tools available to the author at the beginning of his work were evaluated specifically for their suitability for Mechanical Engineering design problems. Microsynics was found to be the most suitable on which to implement a design problem because of its simple but powerful Semantic Net Knowledge Representation structure and the ability to use other types of representation schemes. Two major implementations were carried out. The first involved a design program for a Helical compression spring and the second a gearpair system design. Two concepts were proposed in the thesis for the modelling and implementation of design systems involving many equations. The method proposed enables equation manipulation and analysis using a combination of frames, semantic nets and production rules. The use of semantic nets for purposes other than for psychology and natural language interpretation, is quite new and represents one of the major contributions to knowledge by the author. The development of a purpose built shell program for this type of design problems was recommended as an extension of the research. Microsynics may usefully be used as a platform for this development.

An investigation into the tension arising between natural language and mathematical language experienced by mechanical engineering students

This investigation is grounded within the concept of embodied cognition where the mind is considered to be part of a biological system. A first year undergraduate Mechanical Engineering cohort of students was tasked with explaining the behaviour of three balls of different masses being rolled down a ramp. The explanations given by the students highlighted the cognitive conflict between the everyday interpretation of the word energy and its mathematical use. The results showed that even after many years of schooling, students found it challenging to interpret the mathematics they had learned and relied upon pseudo-scientific notions to account for the behaviour of the balls.

Engineering the future:CDIO as a tool for combating retention difficulties

With the demand for engineering graduates at what may be defined as an unprecedented high, many universities find themselves facing significant levels of student attrition-with high "drop-out levels" being a major issue in engineering education. In order to address this, Aston University in the UK has radically changed its undergraduate engineering education curriculum, introducing capstone CDIO (Conceive, Design, Implement, Operate) modules for all first year students studying Mechanical Engineering and Design. The introduction of CDIO is aimed at making project / problem based learning the norm. Utilising this approach, the learning and teaching in engineering purposefully aims to promote innovative thinking, thus equipping students with high-level problem-solving skills in a way that builds on theory whilst enhancing practical competencies and abilities. This chapter provides an overview of an Action Research study undertaken contemporaneously with the development, introduction, and administration of the first two semesters of CDIO. It identifies the challenges and benefits of the approach and concludes by arguing that whilst CDIO is hard work for staff, it can make a real difference to students' learning experiences, thereby positively impacting retention. © 2012, IGI Global.

Getting round pegs into round holes:getting students onto the right engineering programme

Aston University offers a Foundation year in Engineering and Applied Science. The purpose of this programme is to prepare people with the necessary skills and knowledge required to enrol on an undergraduate programme in Engineering and Applied Science. It is acknowledged there are many misconceptions as to what engineering is. This is further compounded by the lack of knowledge of the different engineering disciplines both by pre-university students and careers teachers [1]. In order to ameliorate this lack of knowledge, Aston University offers a unique programme where students are given the opportunity to have a ?taste? of four Engineering Disciplines: Mechanical Engineering, Electrical Engineering, Chemical Engineering and Computer Science. Alongside these ?taster? sessions, the students study a Professional Skills module where they are expected to keep a portfolio of skills. In their portfolios they comment on their strengths and weakness in relation to six skill areas: independent enquirer, self-manager, effective participator, creative thinker, reflective learner and team worker. The portfolio gives them the opportunity to perform a self-skills audit and identify areas where they have strengths and areas which require work to improve to become a competent professional engineer. They also have talks from engineers who discuss with them their careers and the different aspects of engineering. The purpose of the ?taster? sessions, portfolio and the talks are to encourage the students to critically examine their career aspirations and choose an engineering undergraduate programme which best suits their ambitions and potential skills. The feedback from students has been very positive. The ?taster? sessions have enabled them to make an informed choice as to the undergraduate programme they would like to study. The programme has given them the technical skills and knowledge to enrol on an undergraduate programme and also the skills and knowledge to be a successful learner.

Engineering for employability:a transition into CDIO

This paper draws upon the findings of a three year study which tracks an institutions journey of CDIO. In focusing on the student perspective the findings discuss students’ prior learning experiences and their expectations of university. The study considers students’ early perceptions of CDIO; emergent findings suggest that whilst CDIO is not really what students expect when they first arrive at university, most prefer it to ‘traditional lectures’. Indeed the majority indicate that they believe the approach enhances their employability and provides a more engaging learning experience. The conclusion argues that with its focus on problem-based learning and team-working, CDIO has changed the face of the 1st year experience for mechanical engineering and designed students within the university and that in doing so it has enhanced transition and ultimately promoted student success.