integrated learning experiences in the machine design course
TRANSCRIPT
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INTEGRATED LEARNING EXPERIENCESIN THE MACHINE DESIGN COURSE TO ASSESSTHE ACHIEVEMENT OF INTENDED LEARNING OUTCOMES
Nguyen Huu [email protected]
Faculty of Mechanical Engineering
Hochiminh City University of Technology, Viet Nam
8th International CDIO Conference, QUT, Brisbane, July 1 - 4, 2012
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I. Introduction
II. ILO and Assessment methods
Outline
.
IV. Machine design project
V. Results of student assessment
VI. Conclution
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Faculty of Mechanical Engineering, HCMUT, VNU Ho Chi Minh
City pilot CDIO approach for manufacturing engineering program
from 2010. Then faculty was developing project and hasimplemented two and half years and conducted some subjects inthe active learning methods, experiential learning methods,
integrated learning across design-implement experiences.
Introduction
The CDIO Syllabus with design-Implement experiences are donevia 04 student projects of the program: Introduction to
Engineering project, Machine design project, Manufacturing
engineering project and Capstone project. This paperintroduced the teaching and learning of Machine design (MD)course and Machine design project (MDP) to achieve theintended learning outcomes.
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Semester1 2 3 4 5 6 7 8 9
Introduction
Curriculum structure of Manufacturing Engineering Program is shown in
table. All knowledge, skills are arranged in order of proficiency, from lowto high, from basic (with Introduction to Engineering) to advanced (with
Capstone project)
Mathematics and Natural Science Internship
Social science and Humanities
Engineering Fundamental and Manufacturing Knowledge
Introduction toEngineering (C,D,I,O)
Machine design project
(C,D,I,O)
ManufacturingEngineering
project
(D, O)
Capstoneproject
(C,D,I.O)
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MD and MDP are important engineering knowledge for mechanicalengineers:
- All the mathematics, natural science
- Fundamentals engineering knowledge
- All of engineering and CDIO skills
Introduction
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Fluid mechanics
Machinedesign
ThermodynamicsTribology
Probability and statistics
MachineManufacturin
Introduction
Concept for curricular structure
designproject
engineeringMaterials
Engineering mechanics
Mechanics of materials
Mechanicaldrawing
Kinematics anddynamics of machinesEngineering design
Engineering drawing
CAD, CAE
Linked ormerged
structures
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KSA CDIO Syllabus Description
Mathematics andNatural science
1.1 Knowledge ofunderlying science1.4 Other supportiveknowledge
A good student has in depth training in the naturalscience knowledge in which they are doing designing.All types of designs involve lots of mathematicalcalculations and iterations. A good student should havethe knowledge of all the basics and advancedmathematical conce ts so that the can be a lied
Introduction
Relationship between knowlege, skills MD and MDP with CDIO syllabus
fruitfully and effectively wherever required.
Engineeringknowledge andanalysis
1.2Core Engineering
Fundamentals
Engineering analysis is the ability of the student toanalyze the given component, system or the processusing engineering and scientific principles. Student has
an ability to use techniques, skills and modernengineering tools, such as CAD/CAE software,necessary for modern engineering practice.
Identify theproblem
2.1 Engineeringreasoning
Problem Identificationand formulationModelling
Preparing a complete list of the requirements of theproduct: outer, capacity of machine, service life, costand reliability. Make the written statement of whatexactly is the problem for which the machine designhas to be done.
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Creative thinking,Decision making andTime Management
2.4 Personal skillsCreative thinkingCritical thinkingCuriosity andlifelong learning
Without creative thinking skill the student
cannot start the process of machine design. Agood student should have creative thinkingskill, which is the ability to think of or discovervaluable and useful ideas or concepts for thethings or processes to achieve the given
Introduction
management objectives.
In some certain cases that a number ofuncertain situations arrive during designing, thestudent should be able to take the decision withbalanced mind considering all the relevant
factors involved. If the person doesnt maintainthe balance of mind and doesnt consider allthe relevant factors there are greater chancesof taking the wrong decision
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Teamwork 3.1 TeamworkForming effectiveteamsTeam operationTeam growth and
Two key themes of the engineering design processare teamwork and design. Since students areworking in small groups, encourage them to thinkabout the steps of the engineering design process.How will they work well together, listening to and
Introduction
,
reserving any judgment until a decision is made?Even then, make the decision-making process asdemocratic as possible, with all opinions being heard.Once a teamwork base is established, build uponthat with a creative design. If a team of students isexcited about their idea, they can come up with somefun methods for improving or extending the originalidea. Reinforce with them that the end goal is a finaldesign solution that is a seamless blend of creativityand utility.
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Communicationskills
3.2 CommunicationsWrittencommunicationElectronic/multimediacommunication
Skill is the ability of a design student to expressoneself clearly and persuasively orally, graphicallyas well as in writing. Apart from this there are manyother skills desired from a good students, these are:skill in desi n ood ud ment simulation skill
Introduction
GraphicalcommunicationOral presentation andinter-personalcommunications
measurement skill, thought skill, team work, abilityto make conclusion etc. Apply thinking skills andcommunicating through drawing and sketching
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Design processandmultidisciplinaryability
4.4 DesigningThe design processThe design processphasing and
approachesUtilization ofknowledge in designDisciplinary designMultidisciplinary
Students should understand and be able to apply theengineering design process, the design processphasing and approaches: a series of steps that thestudents use to guide them as they solve problems.
A good student is the one who has the ability to solvethe problems not only those related to his/herspecialty, but also have the ability to competently andconfidently deal the basic problems or ideas fromother disciplines which are in some or the other
Introduction
-
design (dfx)
.
Manufacturingprocesses
4.5 ImplementingDesigning theImplementationprocess
Manufacturing processThe manufacturing ofpartsThe assembly of partsinto larger constructs
The student should have the knowledge of themanufacturing process like cutting, drilling, milling,welding and the knowledge of all the machines.They should also have the knowledge of potential and
limitations of all the machines and manufacturingprocesses which may be old or new.
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Selection and application of the student assessment methods are
based on the following principles [8]:1) Assessment requires attention to outcomes and to theexperiences that lead to those outcomes;
2) Different types of learning objectives require different methods of
ILO and Assessment methods
assessmen ;3) Teaching and assessment are intertwined;
4) Any assessment is only a sample;5) Assessment works best when it is regular and ongoing, and not
just a final measure;6) There are trade-offs between authenticity and efficiency
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Assessment methods Taxonomic levels
1 2 3 4 5 6
Written tests
Multiple choise
Short answer
Final exam
ILO and Assessment methods
1. Remembering; 2. Understanding; 3. Applying; 4. Analysing; 5. Evaluating; 6. Creating
ExercisesHomework
Guided exercise
Oral texts
Assignments
Presentation
Case study
Project
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LO Learning OutcomesOra
ltes
t
Wri
tten
tes
ts
(Inc
lass
)
Home
work
Case
Study
Presen
ta
tion
(Sem
inar
Wri
tten
tes
ts
(Fina
l)
CDIO
Sy
lla
bus
LO1 Have ability to applymathematics, natural scienceand fundamental engineeringknowledge to perform loadanal ses on machine element
1.1, 1.2,1.3,2.1
ILO and Assessment methods
parts and assemblies, stress andstrain analyses on machineelements and determine elementdeflections and stability.
LO2 Utilize standard failure theoriesand fatigue analysis to develop
safety factors, failures andreliability for machine elements.
1.2, 1.3,2.1
LO3 Select materials for particularmachine elements and machineelement assemblies.
1.2,2.1
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Applying a variety of teaching methods in the subject. However, use ofblended learning: 3D modelling and dynamic simulation of the
transmission systems and machine parts for the teaching of subjects,
these images as a virtual laboratory for students
Teaching and learning activities
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Teaching and learning activities
E-learning system, communication with professor and others studentson forum becomes very helpful for active learning: encourage student
to study more actively, more interested. It provides information aboutdesign simulation, video of manufacturing process and etc
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Teaching and learning activities
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Relation MDP with CDIO Standards
Standard 5 Design - Implement Experiences
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Machine design project
Standard 7 - Integrated Learning Experiences
Standard 8 - Active Learning
Standard 11 - Learning Assessment
And all engineering skills
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Levels of MDP
1. Elementary projects: mainly offered in the first-year study,(Introduction to Engineering)
2. Intermediate projects: mainly available in the second-year and thefirst semester of the third-year study, intermediate projects shall be
relatively real. The main purpose of intermediate projects lies in
Machine design project
training. There are two approaches to realize the synergic integrationof multiple disciplines and abilities. One approach is project design
based on two practical courses. The other approach is integration of
one practical course and theoretical course to make intermediate
projects relatively complex.
3. Advanced projects: Last year (Castone project)
For machine design project: 34 students with 8 projects , 4 - 5students per project.
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Increasing ComplexityMDP
Activity I-O D-I-O C-D-I-O
Machine design project
ruc ure ruc ure ns ruc ure
Solution Known Unknown
Team Individual Small Team Large Team
Duration Days Weeks Months
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Weeks 1, 2 3 4 5 6 7 8 9 10 11 12 13 14 Stud.
C
Forming teams A,B,
C
Problem identification andformulation modelling
Team
Technical requirements of
machine
A,D
Machine design project - Gantt chart
D
ec s on ma ng o nemat c
diagramm of machine
eam
Layout configuration Team
Design, select and sketch
machine parts and machine
Team
3D Modelling and 2D drawing ofmachine
Team
Dymamic and Analysis simulation Team
IBuild of machine Team
O OperateDocumentations and presentation
Team
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Conceive
Machine design projects
C
Forming teams
Problem identification and
formulation modelling
Technical requirements of
Identify the problem:
Literature review formachine (bucket conveyor)via Internet, books, tutorialdocuments
machine
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Selection of transmission system: analysis
and select the best schematic diagram
Design
Machine design projects
Decision making of
kinematic
diagramm ofmachine
LayoutD
Design, select and
sketch machine
parts and machine
3D Modelling and2D drawing of
machine
Dymamic and
Analysis simulation
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Calculate and design of structure of machine. Using CAD sofware todesign mechanical parts, 2D drawing, sketching
Design
Machine design projects
14
15
16
17
18
19
20
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Design activities with teamwork:
sketching, brainstoming. CAD
drawing
Design
Machine design projects
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Modelling of parts and transmission system
Design
Machine design projects
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Modelling and Simulation of machine
Design
Machine design projects
Plate bending machine with 3
drive rollers
Bucket conveyor
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Implement
Implement
activities
I Build of machine
Machine design projects
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ImplementMachine design projects
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OperateMachine design projects
Operate machine
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Results of student assessment
The distribution of grade of
student in different type of test
Comparison the average grade of
students in seminar report with
different evaluator
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LO Learning outcomes
Levels of proficiency
1.
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