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.

Creating New Design-Build-Test Experiences as Outputs of Undergraduate Design-Build-Test Projects

This paper describes a methodology of using individual engineering undergraduate student projects as a means of effectively and efficiently developing new Design-Build-Test (DBT) learning experiences and challenges.
A key aspect of the rationale for this approach is that it benefits all parties. The student undertaking the individual project gets an authentic experience of producing a functional artefact, which has been the result of a design process that addresses conception, design, implementation and operation. The supervising faculty member benefits from live prototyping of new curriculum content and resources with a student who is at a similar level of knowledge and experience as the intended end users of the DBT outputs. The multiple students who ultimately undertake the DBT experiences / challenges benefit from the enhanced nature of a learning experience which has been “road tested” and optimised.
To demonstrate the methodology the paper will describe a case study example of an individual project completed in 2015. This resulted in a DBT design challenge with a theme of designing a catapult for throwing table tennis balls, the device being made from components laser cut from medium density fibreboard (MDF). Further three different modes of operation will be described which use the same resource materials but operate over different timescales and with different learning outcomes, from an icebreaker exercise focused on developing team dynamics through to full DBT where students get an opportunity to experience the full impact of their design decisions by competing against other students with a catapult they have designed and built themselves.

System Design: Introduction to Group Work

In this course you will learn a number of different ways in which to describe a system, at both a high level (using SSM) and a low level (using UML). The main coursework for the course is to work in groups and use these techniques on a case study of your collective choosing. In this session we put the students into groups, run a brainstorming activity on potential businesses, and outline some of the group activities that will be required over the course.

From design-for-test to design-for-debug-and-test: analysis of requirements and limitations for 1149.1

The increasing complexity of VLSI circuits and the reduced accessibility of modern packaging and mounting technologies restrict the usefulness of conventional in-circuit debugging tools, such as in-circuit emulators for microprocessors and microcontrollers. However, this same trend enables the development of more complex products, which in turn require more powerful debugging tools. These conflicting demands could be met if the standard scan test infrastructures now common in most complex components were able to match the debugging requirements of design verification and prototype validation. This paper analyses the main debug requirements in the design of microprocessor-based applications and the feasibility of their implementation using the mandatory, optional and additional operating modes of the standard IEEE 1149.1 test infrastructure.

Info2009 Group Project

The various shares for Info2009 coursework 2

DESIGN AND TEST OF A 7-T SPLIT-PAIR MAGNET FOR MAGNETIC SEPARATION

A 160 mm bore, 7 T split-pair magnet was constructed and tested aiming to mineral processing through HGMS (high gradient magnetic separation) or HCMS (helical channel magnetic separation.) This work describes the design and test results of the pair of coils operating under current in parallel mode. In the case of antiparallel current mode large repulsive force between coils is generated and a strong magnetic field gradient outside the magnet is created. A continuous magnetic separation system made with a helical channel magnetic separator for application in TiO2 processing is analysed.

Design and Test of a 0.5 THz Dipole Antenna With Integrated Schottky Diode Detector on a High Dielectric Constant Ceramic Electromagnetic Bandgap Substrate

This paper presents the first analysis of the input impedance and radiation properties of a dipole antenna, placed on top of Fan 's three-dimensional electromagnetic bandgap (EBG) structure, (Applied Physics Letters, 1994) constructed using a high dielectric constant ceramic. The best position of the dipole on the EBG surface is determined following impedance and radiation pattern analyses. Based on this optimum configuration an integrated Schottky heterodyne detector was designed, manufactured and tested from 0.48 to 0.52 THz. The main antenna features were not degraded by the high dielectric constant substrate due to the use of the EBG approach. Measured radiation patterns are in good agreement with the predicted ones.

Na 1 Nachlass Max Horkheimer, 686 - Rosenzweig-Test, "Art Project on Fascist Agitator" (p. IX 148.1-2 - IX 149.1-7)

Zum Rosenzweig-Test, 1945; Brown, J.F.: "Memorandum on the Modification of the Rosenzweig Picture Frustration Test". Typoskript, 3 Blatt; Rosenzweig, Saul. "The Picture-Association Method and Its Application in a Study of Reactions to Frustration.", Sonderdruck aus: Journal of Personality, September 1945, S. 3-23; Materialien zum "Art Project on Fascist Agitator" (1945):; 1. "What is a Fascist Agitator?", a) Typoskript, 1 Blatt, b) Typoskript mit handschriftlichen Korrekturen, 2 Blatt; 2. "Some Traits of the Fascist Agitator". Typoskript, 5 Blatt; 3. "Pamphlet", a) Typoskript, 1 Blatt, b) Typoskript, 1 Blatt, c) Typoskript mit dem Titel 'Devices of the Agitator', 1 Blatt; 4. Max Horkheimer: eigenhändige Notizen über den Agitator, 1 Blatt; 5. "Quotes from the Agitator (pages refer to Leo Löwenthals manuscript vol. III)". Typoskript, 7 Blatt; 6. Adressenlisten, 3 Blatt; 7. Materialien zum 'Agitator-Projekt': Photos, Reproduktionen von Zeichnungen und Zeitungsausschnitten;

Design and Test of a High QoS Radio Network for CBTC Systems in Subway Tunnels

Communications Based Train Control Systems require high quality radio data communications for train signaling and control. Actually most of these systems use 2.4GHz band with proprietary radio transceivers and leaky feeder as distribution system. All them demand a high QoS radio network to improve the efficiency of railway networks. We present narrow band, broad band and data correlated measurements taken in Madrid underground with a transmission system at 2.4 GHz in a test network of 2 km length in subway tunnels. The architecture proposed has a strong overlap in between cells to improve reliability and QoS. The radio planning of the network is carefully described and modeled with narrow band and broadband measurements and statistics. The result is a network with 99.7% of packets transmitted correctly and average propagation delay of 20ms. These results fulfill the specifications QoS of CBTC systems.

Supporting the design and development of Project Based Learning courses.

The use of Project Based Learning has spread widely over the last decades, not only throughout countries but also among disciplines. One of the most significant characteristics of this methodology is the use of ill-structured problems as central activity during the course, which represents an important difficulty for both teachers and students. This work presents a model, supported by a tool, focused on helping teachers and students in Project Based Learning, overcoming these difficulties. Firstly, teachers are guided in designing the project following the main principles of this methodology. Once the project has been specified at the desired level of depth, the same tool helps students to finish the project specification and organize the implementation. Collaborative work among different users is allowed in both phases. This tool has been satisfactorily tested designing two real projects used in Computer Engineering and Software Engineering degrees.