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Submission Cover Page

Title of Submission: Engineering Graphics Capstone Project

Author Contact Information: Name: Dr. Kenneth E. Gawronski, Sr. E-mail Address: kgawsr@hiwaay.net Name of School/Teaching Institution: Oakwood University Location of School/Teaching Institution: Huntsville, Alabama

Author Biography:Positions include Adjunct Professor at Oakwood University, the University ofAlabama-Huntsville, Calhoun Community College, Assistant Professor/ CourseDirector at the U.S. Military Academy, West Point, senior level scientific,

research, engineering, and management positions in industry. Author oftechnical/scientific articles published in international and national journals. Trulya creative, dedicated professional.

Author s Descript ion of why th is lesson was exemplary when taught:There is a large demand for engineers who can determine what needs to

be done, devise successful strategies and create innovative solutions that aresustainable and make the world a better place. To meet these needs, materialscovered in EngineeringGraphics are crucial to just about everysubsequent engineering course. The knowledge gained in this and succeedinglessons is the foundation from which subsequent engineering courses are built

upon.This lesson was exemplary because students worked in self-directed

teams to build upon the knowledge and skills that have been gained from othercourses while acquiring new knowledge, particularly in learning to identify,understand and solve open-ended engineering design problems. Bothknowledge and imagination coupled with hard work, are important.

Lesson Plan Format

Age/ Level and 18 years old / college freshmanSubject/Discip linary Area: Engineering Graphics / Engineering

Purpose: Students demonstrate knowledge ofthe creative design processes.

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Students apply descriptive geometryand elementary engineering design,drafting, graphical techniques to

engineering topics.

Materials: (a) Textbook: Engineering DesignGraphics, 12th EditionAuthor: J ames H. EarlePublisher Pearson Prentice-Hall

(2008)(b) Laboratory manual(s) and/or

additional notes/ supplies/ software.Several mathematical tools are

available through the sites:www.math.aamu.edu

or

www.smarthinking.com and thesoftware program - AutoCAD

Objectives: Students will learn:1. to build confidence by improvingupon what exists and by showing anevolution in their engineering designwork.2. to develop appropriate sketchingskills.3. to use computer graphics.4. to identify, define and solve an

open-ended problem to includeProblem finding as well asProblem solving.

5. to develop skill and confidence intheir ability to work in multi-disciplinary teams6. to work and communicateeffectively within teams to

successfully complete anengineering design assignment.

.Procedures: Instructional methods include, but

not limited to, lecture, classdiscussion, student presentation,

and computer generated material.Specific procedures and instructionsare contained in the attachedsupplement.

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Exploration/Introduction: This lesson encompasses the field of

engineering design graphics and itsapplication to the design process.The lesson is designed to develop a

students imagination and to devisemethods of creating innovativesolutions.

Lesson Development: Major lesson content includes:design and creativity, computer

graphics, engineering drawing,application of drawing principles toproblems of descriptive geometry,and problem solving using two-

dimensional computer graphics by

AutoCAD.

Expansion/Application This lesson provides an introductionto the techniques for creatingmodels of engineering designs usingAutoCAD. This includes three-dimensional modeling of parts andassemblies, visualization,

orthographic and isometric freehandsketching, and computer- generateddesign documentation usingAutoCAD.

Activi ties: Assignment emphasizes designtechniques. Emphasis is placed onstudent participation in the creativedesign processes.

Assessment: The students work is appraisedthrough project submission and class

participation. Students are requiredto complete all parts of theassignment. The primary drawingsoftware is AutoCAD.

Reflection: Student participation in the creativedesign processes was excellent.

Several students commentedfavorably on being provided with this

challenging design experience.

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Students learned to create feasiblesolutions to unrecognized needs,

without being given specific designguidelines. In future lessonassignments more open-ended

engineering design problems may beassigned to more fully develop astudents imagination and to devisemethods of creating innovativesolutions.

Dr. Kenneth E. Gawronski, Sr.

Additional information requested by the subcommittee.

First, a lesson example out of the course to see how your open-ended

problem solving is implemented.

An out of course (real world) lesson example of open-ended problem

solving is a government or commercial business Request For Proposal (RFP)

for a proposed engineering project or to obtain a solution for a commercial

problem. The RFP will define what the final product or solution will do and

what performance factors or constraints must be satisfied. The how to do

it or what approach to use or technology to investigate are not defined.

Each RFP will have a time duration and submission date and time. Some

RFPs contain intermediate milestones which serve as check points and may

have designated portions of the project to be completed in the interim.

Intermediate milestones are used to provide a measure of progress being

made by the proposer(s). Completing pieces along the way precludes

proposers from becoming frustrated and producing poor results during the

last few days before proposal submission. Failure to meet deadlines will

disqualify the proposer. The successful RFP response is awarded a contract

and an opportunity to perform the desired task(s). The RFP example is usedto answer the frequently asked student question What good and how will all

this benefit me in the future?

Submissions using open-ended RFPs often result with the response

exceeding expectations and identification of a variety of innovative

approaches and solutions. With open-ended projects, the results cannot be

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known in advance. The RFP approach is used as a model in my Engineering

Graphics / Engineering course. In the real world, engineers must

understand the problem, devise a plan to solve the problem, devise a time

schedule, carry out the plan on schedule, test, and deliver the completed

product. My goal in using the open-ended problem solving approach

extends beyond the classroom environment. Graduates who have

experienced hands-on open-ended problem solving will have an advanced

understanding and appreciation for how new business is obtained in the real

world. This learning opportunity occurs in a non-threatening environment

which allows for mistakes. I want to provide students with an opportunity

which will benefit them after graduation and enable them to relate this

special knowledge and skill to potential employers.

Second, an indication of how you assess open-ended problem solving.

What kind(s) of assessment are appropriate in the kind of teaching youdo?

Open-ended Engineering Graphics / Engineering problem solving requires

students to determine what needs to be done, formulate ideas, devise

successful strategies, and create innovative solutions that are sustainable.

Open-ended problem solving consists of a number of solutions. Open-ended

problem solving reinforces engineering principles and concepts, requires

students to plan, carry out practical activities, consider assumptions and

evidence, and present ideas and draw conclusions.

In open-ended assignments, one of the critical elements to evaluate is the

students understanding of which engineering approaches, principles, and

procedures to employ. Another critical element is creativity. Assessment

factors in Engineering Graphics / Engineering include evaluating problem

identification, understanding, information gathering and assessment,

formulating design features and limitations, selecting design approaches /

options, selecting the best design recommendation, a well-founded

conclusion, and the ability to articulate the recommendation(s) in a clear and

convincing manner. Individual student assessment is based on projectcompletion and class participation. Individual project assessment

quantification is based on an objective rating scale from 1 to 5 (5 is best)

evaluating the following questions:

(1) Has the nature of the problem been identified?

(2) Has relevant information been gathered, formulated, and properly

assessed?

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(3) Has all available information and engineering principles been

organized into a meaningful, qualitative and realistic assessment of the

complexities of the problem?

(4) Have reasonable guidelines been established for making sound

decisions when deciding on various engineering options and design

approaches to use?

(5) Using these guidelines, has the problem been approached in an

objective manner and are the design options well-founded?

(6) Do the conclusion(s) support an engineering design which is

viable and economical to produce?

(7) Is the recommended design effectively supported and

communicated using well-founded engineering principles to justify its

selection in light of other engineering options?

Third, Do you find any issues with diverse learners in your class? Does

your use of groups address these issues?

There are diverse learners in my Engineering Graphics / Engineering

classroom. Therefore, very important issues are to get every student

involved in the classroom activities and the lessons must be understandable

for every student. Student ability levels may differ significantly and can be

affected by variables such as computer skills, student learning ability /

expertise and socioeconomic circumstances. Open-ended problems help

students visualize engineering situations and provides every student with

opportunities to find his / her own approach and solution(s). By using an

open-ended approach to problem solving, diverse students can work together

on the same complex problem. They have the opportunity work at different

levels - to succeed through a route of their own choosing and ability level.

With open-ended discussions and projects, diverse students participate more

actively in lessons and express their ideas more frequently. Every student

can respond to questions or problems in some significant manner of his / her

own choosing and ability. The Engineering Graphics / Engineering courseprovides a mix of common and unusual problems. A students engineering

knowledge is challenged and reinforced by using engineering examples

which are recognizable and perhaps readily available for student

examination / measurement(s). Students are encouraged to employ a variety

of strategies, and think about solving problems in more than one way.

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In my classroom, diverse engineering students are empowered to work

independently or in groups at an undergraduate level on common

engineering problems. Diverse students gain confidence in their abilities

and are able to apply and articulate engineering concepts to a variety of

engineering design situations. Student activities are self-directed with

scheduled instructor review and constructive feedback. Undergraduate

students are very active; open-ended problem solving brings a lot of

interesting conversation to the classroom. There are rich experiences for

diverse students to have the pleasure of discovery and to receive the

approval from fellow students. Students are often asked not only to show

their work, but also to explain how they got their answers or why they chose

the approach they did to draw their conclusion(s).

Open-ended problem solving in a small group environment embraces both

issues: involvement and lesson understanding. Group activities provide afree, responsive, and supportive learning environment. Collaborative open-

ended group projects facilitate students of differing abilities to assume roles

requiring different levels of engineering expertise. Because there are many

different correct solutions, each student has opportunities to interact with

others in the group and express his / her own unique solution. Since every

student has a solution based on their unique thinking, every student is

interested and curious about fellow students solutions and desire to arrive

at the best approach. In a group setting, diverse students can compare and

discuss their solutions with other members within the group. Through the

comparing and discussing within the group, students are intrinsically

motivated to give reasons of their solutions to other students. It is a great

opportunity for students to develop their engineering thinking and

communicative skills. Student projects are interesting, purposeful, and fun

to do. Students experience something new in the process and generally want

to do more of them.

If this lesson is from a unit, give a brief description of the unit:

In Engineering Graphics, students learn how to analyze, formulate, and solveselected engineering problems. Students also learn about the various disciplinesof engineering. Individual and group assignments aid the student in masteringthe principles of graphics and design techniques. Each student must read thematerial before the lecture of the section itself takes place. Students are heldresponsible for all required material, whether or not the instructor covers thematerial in class.

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Class is conducted with significant student participation. Worksheets areassigned and graded. Students learn:

1. to develop an awareness of and appreciation for graphicalcommunication including lettering, drawing equipment and techniques; geometricconstruction, orthographic projections, pictorial drawing, and technical sketching,

isometric, oblique and perspective projections, descriptive geometry, computer-aided design drawing.2. to be creative by criticizing what exists and seeing what could be

rather than what is.

Attached Supplement: CAPSTONE PROJ ECT SUPPLEMENT

I. EG 112, Engineering Graphics

II. Instructor: Dr. Kenneth E. Gawronski, Sr.

III. General Goals:To teach beginning engineering students basic skills needed to interpretand create engineering design drawings following standard conventions ofengineering graphical construction using AutoCAD software. At the end of theCapstone Project, the student will:

1. Be able to understand and use engineering graphic terminology.2. Interpret engineering drawings.3. Visualize objects and design ideas and generate 2D orthographic and

3D pictorial sketches in the design process using AutoCAD.

IV. General Policy Information:1. Place your complete name, course number, work title, and submission

date on everything you turn in.2. This is an engineering design project. Because engineers design and

build complicated and potentially dangerous objects, it is critical that theycommunicate very clearly and very precisely. You must use correct spelling andgrammar.

3. The computer, AutoCAD design software, operating system, andinstructor terminology used may be new to some students. Be patient, attendeach class, persevere, do not be afraid to experiment, take good notes, andstudy them, and you will do well. Bring all course material to each class lesson.You should get to know your fellow students.

V. Individual or Group (limited to three (3) students) Capstone Project:This design project is assigned to give each student the opportunity to

showcase their ability to think and process graphic information in threedimensions via the construction of objects in AutoCAD. Although there are manysteps to complete product design, these projects focus on the mechanical designand drawing aspects of the design procedure.

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1. Capstone Project Requirements:a. Choose your topic based on something you enjoy--be it related to your

career choice or perhaps a hobby, previous work, etc. subject to the followinglimitations:

(1) NO WEAPONS of any kind. The definition of what constitutes a

weapon is the sole discretion of the instructor.(2) NO DEVICES designed for use in illegal activities of any kindwhatsoever. The definition of illegal activities is the sole discretion of theinstructor.

(3) Your topic must be something that is capable of beingconceptualized, analyzed, designed, and drawn in AutoCAD within the timeperiod allotted.

b. Place all your parts, subassemblies, and assembly drawing in ONE file.DO NOT use the same model file that contains your tutorials or homework.

c. Use at least one of the 3D geometric features such as a shell and fillet.d. Each part must be fully dimensioned.

e. Identify all subassemblies.f. There must be NO INTERFERENCE between any two parts.g. Use only one final assembly drawing.

2. Part Count Requirements:a. For this design Capstone Project (150 points), a minimum of at least

twenty-five (25) unique parts are required.b. If you have to ask if a part is unique enough, then it is NOT. Parts that

are too similar will NOT be counted as unique parts.

3. Schedule: The Proposal, Design Review, and Final Report are due on thedates to be announced in class.

a. Proposal:This is a one page description of what you intend to do, why you have

chosen it, and roughly how you expect to draw it. It should be at east three (3)paragraphs long, and include a sketch or picture to make perfectly clear whatyour design project is all about. See below for Submission Requirements.

b. Design Review:This is a one (1) page description of what you have done so far. It should

recapitulate your original proposal and point out any changes made to it andWHY. Any difficulties encountered so far, along with several alternativesolutions, should be discussed at length. It can be three (3) to five (5)paragraphs long, and is to be considered a combination report and comingsoon preview. Specifically mention the number of parts you have completedand the status of your assembly. See below for Submission Requirements.

c. Final Report:This is a one (1) or two (2) page description of what you accomplished

and what lessons you learned. Pay careful attention to how it correlates to youroriginal proposal and your design review. It should be five (5) to seven (7)paragraphs in length, and should explain the procedure you followed completely

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from start to finish. Attached to this description will be a landscape printout ofyour final parts, subassemblies, and entire assembly. The required views are theprincipal views used throughout this course. See below for SubmissionRequirements.

4. Submission Requirements:Style: All of the reports should include a typed paper documenting your problem.DO NOT exceed page limits (double spaced, use New Roman Times, 12 point).Keep margins no smaller than one (1) inch.Format: The paper should include the following information:

a. Problem Statement: The purpose of the paper. What are the keyissues?

b. Background: Motivation and context of your problem.c. Method: How did you go about solving your problem or coming to a

conclusion? How did you decide what variables to observe?d. Results: The summary and presentation of the data gathered. Data

should be presented in tabular, graphical, and numerical form.e. Conclusion: Based on your results, what did you conclude?f. Critique: What did you learn as a result of your problem? What went

wrong, or what would you do differently if you were to repeat the study?NOTE: The final report should include each of the six (6) components statedabove, with each component labeled. Each component should includeappropriate material and support of the thrust of your conclusions. The papershould be clear, easy to read, and engineering design terms should be usedcorrectly. Spelling, grammar, and neatness all count. Data analyzed should beincluded as an appendix, and appropriate references should be included at theend of the paper. Each paper should be either bound or fastened inside aportfolio.

g. Topic Ideas:Here is a short list of candidate projects to assist those having difficulty

deciding. This is by no means comprehensive. There are plenty of otherprojects.

Mechanical clock Electric pencil sharpenerHard drive MotorcycleSewing machine BicyclePrinter or typewriter LawnmowerDVD or VCR Fishing reelFan StaplerBoat AircraftSpacecraft EngineMaterials conveyor Multiple-spindle bar machine

VI. Course Notebook (100 points)A course notebook must be presented to the course instructor AT THE

BEGINNING OF CLASS on the day of the last class meeting. Late submissionswill not be accepted. The notebook must be in a traditional 3 ring binder with NO

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LOOSE PAPER. A minimum of the following information is required to receivefull credit:

1. Beginning with Chapter 12 and for each subsequent chapter (throughChapter 17), prepare a synopsis of each chapters contents (i.e. make up: (A) aten (10) question matching problem and an answer sheet with page references

included and (B) a ten (10) question fill-in-the-blank problem and an answersheet with page references included for each chapter). Have an index page upfront listing major topics and use a numbered page system to facilitate locatingeach topic within your notebook. Include a step-by-step tutorial of how toconstruct various shapes, arcs, polygons, projections, etc. from materialcontained in each chapter, the J oint Course Supplement USE OF AUTOCAD INCREATING ORTHOGRAPHIC DRAWINGS, and from the handout containingselected methods in 2D geometric construction. Also include a sequentialnarrative of the AutoCAD commands used in their construction. Provideexamples of your homework using these AutoCAD commands.

2. Capstone Project: include the project and any related research

materials.3. Each chapter topic and the Capstone Project must be separated usinglabeled dividers, must contain the appropriate material, and must NOT containany blank paper.

VII. Resources:(a) Textbook: Engineering Design Graphics (Auto CAD 2007), 12th Edition

Authors: J ames H. EarlePublisher: Pearson Prentice-Hall (2008)

(b) Laboratory manual(s) and/or additional notes/materials/supplies/software:

Several mathematical tools are available through the sites:www.math.aamu.edu or

www.smarthinking.com and the software program - AutoCAD(c) Resources: Students also may visit the Math Lab at Oakwood University.