Enhancing the Manufacturing Knowledge of Undergraduate Engineering Students: A Case Study of a Design-Build-Test Challenge Involving Folding Bicycles

Many engineers currently in professional practice will have gained a degree level qualification which involved studying a curriculum heavy with mathematics and engineering science. While this knowledge is vital to the engineering design process so also is manufacturing knowledge, if the resulting designs are to be both technically and commercially viable.
The methodology advanced by the CDIO Initiative aims to improve engineering education by teaching in the context of Conceiving, Designing, Implementing and Operating products, processes or systems. A key element of this approach is the use of Design-Built-Test (DBT) projects as the core of an integrated curriculum. This approach facilitates the development of professional skills as well as the application of technical knowledge and skills developed in other parts of the degree programme. This approach also changes the role of lecturer to that of facilitator / coach in an active learning environment in which students gain concrete experiences that support their development.
The case study herein describes Mechanical Engineering undergraduate student involvement in the manufacture and assembly of concept and functional prototypes of a folding bicycle.

Test architecture for prototyping automated dynamic airspace control

The automation of various aspects of air traffic management has many wide-reaching benefits including: reducing the workload for Air Traffic Controllers; increasing the flexibility of operations (both civil and military) within the airspace system through facilitating automated dynamic changes to en-route flight plans; ensuring safe aircraft separation for a complex mix of airspace users within a highly complex and dynamic airspace management system architecture. These benefits accumulate to increase the efficiency and flexibility of airspace use(1). Such functions are critical for the anticipated increase in volume of manned and unmanned aircraft traffic. One significant challenge facing the advancement of airspace automation lies in convincing air traffic regulatory authorities that the level of safety achievable through the use of automation concepts is comparable to, or exceeds, the accepted safety performance of the current system.

Histology challenge : an interactive program for 1st year students

Our students come from diverse backgrounds. They need flexibility in their learning, and opportunities to review aspects of curriculum they are less confident with. An online teaching and learning programme called the Histology Challenge has been developed to supplement learning experiences offered in several first year anatomy and anatomy & physiology units at QUT. The programme is designed to be integrated with the existing Blackboard sites. The Histology Challenge emphasises the foundation concept that a complex system, such as the human body, can be better understood by examining its simpler components. The tutorial allows students to examine the cells and tissues which ultimately determine structural and functional properties of body organs. The program is interactive, asking students to make decisions and choices, demonstrating an integrated understanding of systemic and cellular aspects. It provides users with the ability to progress at their own pace and to test their understanding and knowledge. For the developer the learning activity can be easily controlled and modified via the use of text files. There are several key elements of this programme, designed to promote specific aspects of student learning. Minimum text is used, instead there is a strong emphasis on instructive artwork and original, high quality histology images presented within a framework that reinforces learning and promotes problem solving skills.

Using augmented video to test in-car user experiences of context analog HUDs

Automotive interactive technologies represent an exemplar challenge for user experience (UX) designers, as the concerns for aesthetics, functionality and usability add up to the compelling issues of safety and cognitive demand. This extended abstract presents a methodology for the user-centred creation and evaluation of novel in-car applications, involving real users in realistic use settings. As a case study, we present the methodologies of an ideation workshop in a simulated environment and the evaluation of six design idea prototypes for in-vehicle head up display (HUD) applications using a semi-naturalistic drive. Both methods rely on video recordings of real traffic situations that the users are familiar with and/or experienced themselves. The extended abstract presents experiences and results from the evaluation and reflection on our methods.

Altered nociceptive, endocrine, and dorsal horn neuron responses in rats following a neonatal immune challenge

Summary The neonatal period is characterized by significant plasticity where the immune, endocrine, and nociceptive systems undergo fine-tuning and maturation. Painful experiences during this period can result in long-term alterations in the neurocircuitry underlying nociception, including increased sensitivity to mechanical or thermal stimuli. Less is known about the impact of neonatal exposure to mild inflammatory stimuli, such as lipopolysaccharide (LPS), on subsequent inflammatory pain responses. Here we examine the impact of neonatal LPS exposure on inflammatory pain sensitivity and HPA axis activity during the first three postnatal weeks. Wistar rats were injected with LPS (0.05 mg/kg IP, Salmonella enteritidis) or saline on postnatal days (PNDs) 3 and 5 and later subjected to the formalin test at PNDs 7, 13, and 22. One hour after formalin injection, blood was collected to assess corticosterone responses. Transverse spinal cord slices were also prepared for whole-cell patch clamp recording from lumbar superficial dorsal horn neurons (SDH). Brains were obtained at PND 22 and the hypothalamus was isolated to measure glucocorticoid (GR) and mineralocorticoid receptor (MR) transcript expression using qRT-PCR. Behavioural analyses indicate that at PND 7, no significant differences were observed between saline- or LPS-challenged rats. At PND 13, LPS-challenged rats exhibited enhanced licking (p < .01), and at PND 22, increased flinching in response to formalin injection (p < .05). LPS-challenged rats also displayed increased plasma corticosterone at PND 7 and PND 22 (p < .001) but not at PND 13 following formalin administration. Furthermore, at PND 22 neonatal LPS exposure induced decreased levels of GR mRNA and increased levels of MR mRNA in the hypothalamus. The intrinsic properties of SDH neurons were similar at PND 7 and PND 13. However, at PND 22, ipsilateral SDH neurons in LPS-challenged rats had a lower input resistance compared to their saline-challenged counterparts (p < .05). These data suggest neonatal LPS exposure produces developmentally regulated changes in formalin-induced behavioural responses, corticosterone levels, and dorsal horn neuron properties following noxious stimulation later in life. These findings highlight the importance of immune activation during the neonatal period in shaping pain sensitivity later in life. This programming involves both spinal cord neurons and the HPA axis.

Internationalizing school curriculum in Australasia: As niche, by test, or at heart?

Global citizenship has emerged as a pressing curricular priority which all educational systems are currently grappling with. The challenge is to negotiate how this orientation might sit alongside the more traditional mission of mass school curriculum in building collective ballast for a national identity through a common morality and shared narratives, or may conflict with efforts to protect and promote indigenous and minority identities. As a case study of how these agendas interact, this chapter will consider curricular responses to global imperatives in the variegated conditions across the Australasian region (defined as Australia, New Zealand and Papua New Guinea). The chapter will outline recent developments in the social, economic and political contexts surrounding curricular reforms in these settings, and demonstrate how these developments have changed the conditions of possibility and strength of purpose behind efforts to internationalise school curricula. Three types of systemic responses are then described: firstly, an appetite for globally branded curricula such as the International Baccalaureate, Montessori, and Cambridge University Certificates to distinguish some in a stratified market; secondly, convergence in curriculum to improve national performance on international standardised tests; and thirdly, the infusion of cosmopolitan sensibilities, regional identities and intercultural competencies as a core curricular goal for all. The chapter considers the various pragmatic interpretations of ‘internationalisation’ in these responses, and argues that the third response seems both the most difficult to enact, and the most vulnerable to political interference.

Statistical Evaluation of the Predictive Toxicology Challenge 2000-2001

Toivonen, H., Srinivasan, A., King, R. D., Kramer, S. and Helma, C. (2003) Statistical Evaluation of the Predictive Toxicology Challenge 2000-2001. Bioinformatics 19: 1183-1193

Novel processes, test structures and characterisation for future germanium technologies

In order to widely use Ge and III-V materials instead of Si in advanced CMOS technology, the process and integration of these materials has to be well established so that their high mobility benefit is not swamped by imperfect manufacturing procedures. In this dissertation number of key bottlenecks in realization of Ge devices are investigated; We address the challenge of the formation of low resistivity contacts on n-type Ge, comparing conventional and advanced rapid thermal annealing (RTA) and laser thermal annealing (LTA) techniques respectively. LTA appears to be a feasible approach for realization of low resistivity contacts with an incredibly sharp germanide-substrate interface and contact resistivity in the order of 10 -7 Ω.cm2. Furthermore the influence of RTA and LTA on dopant activation and leakage current suppression in n+/p Ge junction were compared. Providing very high active carrier concentration > 1020 cm-3, LTA resulted in higher leakage current compared to RTA which provided lower carrier concentration ~1019 cm-3. This is an indication of a trade-off between high activation level and junction leakage current. High ION/IOFF ratio ~ 107 was obtained, which to the best of our knowledge is the best reported value for n-type Ge so far. Simulations were carried out to investigate how target sputtering, dose retention, and damage formation is generated in thin-body semiconductors by means of energetic ion impacts and how they are dependent on the target physical material properties. Solid phase epitaxy studies in wide and thin Ge fins confirmed the formation of twin boundary defects and random nucleation growth, like in Si, but here 600 °C annealing temperature was found to be effective to reduce these defects. Finally, a non-destructive doping technique was successfully implemented to dope Ge nanowires, where nanowire resistivity was reduced by 5 orders of magnitude using PH3 based in-diffusion process.

Group Design-Build-Test Projects as the Core of an Integrated Curriculum in Product Design and Development

The School of Mechanical and Aerospace Engineering at Queen’s University Belfast introduced a new degree programme in Product Design and Development (PDD) in 2004. As well as setting out to meet all UK-SPEC requirements, the entirely new curriculum was developed in line with the syllabus and standards defined by the CDIO Initiative, an international collaboration of universities aiming to improve the education of engineering students. The CDIO ethos is that students are taught in the context of conceiving, designing, implementing and operating a product or system. Fundamental to this is an integrated curriculum with multiple Design-Build-Test (DBT) experiences at the core. Unlike most traditional engineering courses the PDD degree features group DBT projects in all years of the programme. The projects increase in complexity and challenge in a staged manner, with learning outcomes guided by Bloom’s taxonomy of learning domains. The integrated course structure enables the immediate application of disciplinary knowledge, gained from other modules, as well as development of professional skills and attributes in the context of the DBT activity. This has a positive impact on student engagement and the embedding of these relevant skills, identified from a stakeholder survey, has also been shown to better prepare students for professional practice. This paper will detail the methodology used in the development of the curriculum, refinements that have been made during the first five years of operation and discuss the resource and staffing issues raised in facilitating such a learning environment.

AVEC 2011–The First International Audio/Visual Emotion Challenge

The Audio/Visual Emotion Challenge and Workshop (AVEC 2011) is the first competition event aimed at comparison of multimedia processing and machine learning methods for automatic audio, visual and audiovisual emotion analysis, with all participants competing under strictly the same conditions. This paper first describes the challenge participation conditions. Next follows the data used – the SEMAINE corpus – and its partitioning into train, development, and test partitions for the challenge with labelling in four dimensions, namely activity, expectation, power, and valence. Further, audio and video baseline features are introduced as well as baseline results that use these features for the three sub-challenges of audio, video, and audiovisual emotion recognition.

Reasons for the variability in growth hormone (GH) responses to GHRH challenge:the endogenous hypothalamic-somatotroph rhythm (HSR)

The aims of this study were: (1) to test the possibility that pre-GHRH plasma GH values could reflect the functional status of the hypothalamic-somatotroph rhythm (HSR) at testing, and thus explain if it is responsible for the marked variability in GH responsiveness to GHRH challenge and (2) to see if exogenous somatostatin (SS) could disrupt this endogenous HSR and thus make the GH responses homogeneous. (1) Two to 14 GHRH acute tests (GRF-29, 1 µg/kg, i.v. bolus) were performed in 12 normal men and 10 normal women at the same time (0830 h) at random intervals (2 to 60 days). Blood samples to measure plasma GH were drawn at 15 min intervals before and after GHRH challenge. Given that the increments in pre-GHRH plasma GH values (I = value at 0 min minus value at -15 min) were highly correlated with either GHRH-elicited peaks of GH (men, r = 0.81; women, r = 0.69; P

Assessment of the effectiveness of the guard ring in obtaining a uni-directional flow in an in situ water permeability test

The non-destructive evaluation of the water permeability of concrete structures is a long standing challenge, principally due to the difficulty of achieving a uni-direction flow for computing the water permeability coefficient. The use of a guard ring (GR) was originally proposed for the in situ sorptivity test, but little information can be found for the water permeability test. In this study, the effect of a GR was carefully examined through the flow simulation, which was verified by carrying out experiments. It was observed that the GR can confine the flow near the surface, but cannot achieve a uni-directional flow across the whole depth of flow. To achieve a better performance, it is essential to consider the effects of the size of the inner seal and the GR and the significant interaction between these two. The analysis of the experimental data has indicated that the GR influences the flow for porous concretes, but there is no significant effect for dense concretes. Further investigation, validated using the flow-net theory, has shown a strong correlation between the water permeability coefficients obtained with the GR (K w-GR) and without it (K w-No GR), suggesting that one dimensional flow is not essential for interpreting data for site tests. Another practical issue was that more than 30 % of the tests with GR failed due to the difficulty of achieving a good seal between the inner and the outer chambers. Based on the work reported in this paper, a new water permeability test is proposed.

Comparing lateral bias in dogs and humans using the KongTM ball test

The KongTM ball test has been used extensively to assess lateral bias in the domestic dog. Implicit in this challenge is the assumption that dogs use their dominant paw to stabilise the ball. This study examined whether or not this is the case. A comparative approach was adopted, exploring limb use in dogs and humans. In Experiment 1, the paw preference of 48 dogs was assessed on the KongTM ball test. Analysis revealed an equal distribution of paw use, although significantly more dogs were paw-preferent than ambilateral. Significantly more male dogs were classified as right-pawed, while more females were ambilateral. There was no significant effect of canine sex or castration status on the dogs’ paw preferences. In Experiment 2, 94 adult humans were assessed on their ability to remove a piece of paper from a KongTM ball with their mouth, using their left, right or both hands to stabilise the ball. 76% of the right-handed people used their left hand, and 82% of the left-handed participants used their right hand, to hold the KongTM steady. It is concluded that dogs, like humans, are most likely using their non-dominant limb to stabilise the KongTM ball and their dominant side for postural support. This has potential applied implications from an animal welfare perspective.

Étude exploratoire du potentiel diagnostique des questions d’un test de concordance de scripts (TCS) pour évaluer le raisonnement clinique infirmier (RCI)

L'enseignement, l'apprentissage et l'évaluation du raisonnement clinique en sciences infirmières est un défi pour les éducateurs de cette profession et leurs étudiants. Depuis plusieurs décennies, les chercheurs et les éducateurs dans le domaine des sciences de la santé ont travaillé pour élaborer des instruments d'évaluation dans le but de pouvoir mesurer le raisonnement clinique (Charlin, Bordage & Van der Vleuten, 2003). Plusieurs études semblent appuyer le test de concordance de script (TCS) en termes de validité, fiabilité, faisabilité et applicabilité pour plusieurs disciplines et différents contextes (Carrière & al, 2009). Deschênes et ses collaborateurs (2006; Deschênes, Charlin, Gagnon & Goudreau, 2011) ont mis au point et validé un TCS spécifiquement pour le raisonnement clinique en sciences infirmières (RCI). Comme l'évaluation a un impact important sur les stratégies d'apprentissage des étudiants (Sibert et al, 2001; Durak, Caliskan & Bor, 2007), les outils d'évaluation valides et fiables qui permettraient l'identification des problèmes spécifiques dans le développement du raisonnement clinique en sciences infirmières seraient très utiles pour guider les décisions concernant l'éducation (Gierl, 2007). Nous avons donc mené une étude pour explorer le potentiel diagnostique des questions d'un TCS. La question de recherche est la suivante: «Dans quelle mesure chaque question d’un TCS visant à évaluer le RCI peut-elle être reliée à des catégories et des stratégies de pensée spécifiques?" Avec une sous-question: «Comment peut-on décrire le potentiel diagnostique d’un TCS pour évaluer le RCI?". Nous avons fait une deuxième analyse de contenu des données qui ont été obtenues dans une étude précédente dans laquelle cinq vignettes (15 questions) du TCS de Deschênes (2006) ont été utilisées. Les résultats ont montré les catégories et stratégies de pensées utilisées pour répondre à certaines questions du TCS selon les groupes de participants. Aussi, nos résultats ont permis de découvrir des disparités importantes entre les groupes, notamment que le RCI des expertes est si différent des étudiantes, qu’il ne peut servir de référence. Enfin, cette étude démontre que le TCS a un potentiel diagnostique niveau par niveau (1ère, 2e, 3e année et expertes) et non d’un niveau à un autre.