ENG 142-FUNDAMENTALS OF ENGINEERING DESIGN

 (3 hrs. lecture-1hr. lecture / design)

 

COURSE DESCRIPTION:

An introduction to the study of engineering design as set within the graphical context of computer aided engineering software and the procedural context of reverse engineering. Activities include the graphical analysis of the engineering design of products for visualization and communication, utilizing techniques ranging from the fundamentals of sketching through feature-based, parametric solid modeling. Reverse engineering activities will include the disassembly and analysis of various manufactured products to gain an understanding of the engineering design which created them.

 

TEXTS:

1.   Duff and Lauzadder. Introduction to Engineering Drawing, Prentice Hall, New York.

2.   Toogood, Roger. Pro/Engineer Wildfire 5.0, Schroff Development Corp., Mission, Kansas, 2009.

 

INSTRUCTOR:

Harry L. Hess, Mechanical Engineering Department
office         Armstrong 139
phone        771-2772
e-mail        hess@tcnj.edu
web page   http://www.tcnj.edu/~hess/index.html

DESIGN INSTRUCTORS:

Chris Anderson,       Biomedical Engineering
office                       Armstrong 101C
phone                      771-3461
e-mail                      andersch@tcnj.edu

Lisa Grega,              Mechanical Engineering
office                       Armstrong 157
phone                      771-2860
e-mail                      grega@tcnj.edu

Vedrana Krstic,       Civil Engineering
office                       Armstrong 179
phone                      771-2926
e-mail                      krstic@tcnj.edu    

 

 

OBJECTIVES:*

Upon completion of this course, the student will be able to:

1.   Understand the application of a modern engineering graphical modeling design tool such as Pro/Engineer. [k]

2.   Understand and utilize the engineering design process to develop, document and present design solutions. [a,d,e,g,k]

3.   Utilize reverse engineering methods to gain an insight into the solutions of engineering design problems. [a,d,e,g]

4.   Present design solutions graphically by way of two and three dimensional sketches [g]

5.   Apply feature-based, solid modeling solutions by way of the parametrically based modeling of parts, engineering        drawings and

      assembly representations to engineering design problems. [g,k]

6.   Develop competencies in collaborative learning strategies through inter/intradisciplinary group activities. [d,e]

 

PREREQUISITES:   None

 

TOPICS:

Two 1.5hr. lecture sessions / wk., and one 1 hr. lecture & design session / wk

.

WEEK PER TOPIC
1 1 Introduction to the course and overview of the Pro/E software. Sketching techniques (Toogood: Intro, pp 1-5 & Duff: pp 4.1-4.8 and 8.1-8.7).
2 Design session.
3 Creating an elementary Pro/E object (Toogood: Intro, pp 1-5,  L1, pp 1-15 and L2, pp 1-18). Intro to orthographic sketching (Duff: pp 4.1-4.8 and 8.1-8.7).
2 1 Continue creating an elementary object (Toogood: L-2 and L1, pp 21-24). Assign the first design problem.
2 Design session.
3 Create holes, chamfers, rounds, model trees, parent/child relations and modifications (Toogood: L-3, pp 1-19). Conclude orthographic sketching and assign a sketching problem.
3 1 Introduction to feature relations and design intent (Toogood: L-3). Assign the second design problem. Introduction to isometric sketching (Duff: pp 4.11-4.13).
2 Design session.
3 Creating revolved protrusions and mirror copies (Toogood: L-4, pp 1-12). Conclude isometric sketching and assign a sketching problem.
4 1 Continue creating holes, rounds and chamfers plus investigate the model (Toogood: L-4). Assign the third design assignment. Introduction to reverse engineering (RE). Assign RE.
2 Design session.
3 Creating non-default datum planes (Toogood: L-6, pp 1-12). Assign the fourth design problem.
5 1 Continue creating non-default datum planes (Toogood: L-6).
2 Design session.
3 Review session, revolved cuts and copying features (Toogood: L7, pp. 20-26). Assign the fifth design problem. First RE  assignment due
6 1 First exam.
2 Design session.
3 Continue first exam.
7 1 Creating patterns and continue copying features (Toogood: L-7, pp 1-13). Creating sweeps (Toogood: L-11, pp 1-8). Assign the sixth design problem.
2 Design session.
3 Introduction to dimensioning (Duff: chapter 7). Assign solid object printing product design and the "L" bracket.
8 1 Continue dimensioning (Duff: chapter 7) and demonstrate flange hole patterns.
2 Design session.
3 Create engineering drawings (Duff: chapter 7 & Toogood: L-8, pp 1-27). Assign the eighth design problem .
9 1 Continue creating engineering drawings (Duff:chapter 7 & Toogood: L-8). Conduct solid object design competition (race)
2 Design session.
3 Introduction to assembly techniques (Toogood: L-9, pp 1-16). Introduction to sectioning (Duff: chapter 10)
10 1 Continue assembly fundamentals (Toogood: L-9). Assign the ninth design problem.
2 Design session.
3 Second exam.
11 1 Continue second exam.
2 Design session.
3 Advanced assembly design techniques (Toogood: L-10).
12 1 Advanced assembly design continued. Demonstrate translated and rotated copies (Toogood: L-7, pp 30-33). Check term design status and work on term design project. Second RE assignment due.
2 Design session.
3 Introduction to selected modeling utilities and blends (Toogood: L-5 and L-11, pp 13-19). Check term design status and work on term design project. Assign the  tenth design problem.
13 1 Continue modeling utility theory, review for final exam, check term design status, work on term design problem and demonstrate 2-d line drawing techniques.
2 Design session.
3 Work on term design projects.
14 1 Work on term design projects.
2 Design session.
   
15 Final exam.

COMPUTER USAGE:

1.   Parametric solid modeling software will be used by each student.

2.   Word processing is required for all lab and research project reports.

EVALUATION:

1.   Students are expected to attend all classes.

2.   There will be two (2) exams plus one (1) final examination. The dates for these tests are shown in the class schedule. The final exam is scheduled during the "finals week". Open textbooks and notes will be permitted for parts of each test. The first exam will contribute 20% to the final grade, and the second exam will contribute 20% to the final grade. The final exam will also contribute 15% to the final grade.

NOTE: All regularly scheduled examinations must be taken when assigned and given to the class. No make-up examinations will be given without a written medical excuse.

A late testing penalty (for unexcused absences) of one complete (+ through -) letter grade will be deducted for each day beyond the exam date. This includes the day of the exam and any subsequent days until the exam date has passed after which no credit will be awarded.

3.   There will be approximately ten Pro/E design team software problems (each team is comprised of two students) assigned during the course.   Evaluation will be by the graphical design solution presentation and the "Group Activities Evaluation Form".  The average of these design problem grades will contribute 5% to the final grade.

Due dates will be assigned, and a late submission penalty of one complete (+ through -) letter grade per day will be assessed. If the work is not submitted within three days after the original due date, no credit will be awarded.

NOTE: If work is delayed beyond this amount of time, the student's future performance will be in jeopardy.

4.   Each student will be assigned to a group in order to complete a reverse engineering (RE) assignment. The assignment will lead to a completed product represented with  pictorial sketches and solid modeled components with assemblies. Evaluation will be by the RE report. The assignment effort will contribute 10% to the final grade.

Due dates will be assigned, and a late submission penalty of one complete (+ through -) letter grade per day will be assessed. If the work is not submitted within three days after the original due date, no credit will be awarded.

5.   Each student will be assigned to a multidisciplinary team in order to complete "design projects"****.  The design projects will lead to a completed final product, and  culminate in a presentation/competition between teams to determine the success of the design. Evaluation will be by the Design Report, "Presentation Evaluation Form" and "Group Activities Evaluation Form".  This effort will contribute 30% to the final grade.

 

PERFORMANCE CRITERIA:**

Objective1:

1.1   Students will demonstrate proficiency in the use of graphical modeling design software.  [2 & 3]

Objective2:

2.1   Students will demonstrate proficiency in the use of the "design process". [2,3 & 4]

2.2   Students will demonstrate proficiency in the documentation and communication of design solutions. [2,3 & 4]

Objective 3:

3.1   Students will demonstrate proficiency in the use of the "reverse engineering process". [4]

Objective 4:

4.1   Students will demonstrate proficiency in two and three dimensional sketching techniques. [2 & 3]

Objective5:

5.1   Students will demonstrate proficiency in the application of feature-based, solid modeling solutions by way of the parametrically based modeling of parts, engineering drawings and assembly representations to engineering design problems. [2, 3 & 4]

Objective6:

6.1   Students will evaluate the effectiveness of the group's performance by the completion of the departmental "Group Activities Evaluation Form". [4]

 

GRADING PROCEDURES:

1.   Percentage make-up of grades:

1.1 First Exam 20%
1.2 Second Exam 20%
1.3 Final Exam 15%
1.4 Design Problems (12) 5%
  1.5 Reverse Engineering   10%    
1.6  Design Projects 30%

 

2.   Letter grade Equivalent:

A = 100-93
A- =92.9-90
B+ =89.9-87
B =86.9-83
B- =82.9-80
C+ =79.9-77
C =76.9-73
C- =72.9-70
D+ =69.9-67
D =66.9-60
F =59.9-0

NOTE: All assignments must be submitted before the student's grade can be calculated and awarded. In order to receive a passing grade in the course, each student must submit all course assignments.
 

Educational
Objectives:

 (What TCNJ engineers should be able to accomplish during the first few years after graduation)

 The School of Engineering at The College of New Jersey seeks to prepare its graduates:

            a)       To contribute to the economic development of New Jersey and the nation through the ethical
                   practice of engineering;

            b)       To become successful in their chosen career path, whether it is in the practice of engineering,
                   in advanced studies in engineering or science, or in other complementary disciplines;

            c)       To assume leadership roles in industry or public service through engineering ability,
                  communication skills, teamwork, understanding of contemporary global and socio-economic
                  issues, and use of modern engineering tools;

           d)       To maintain career skills through life-long learning and be on the way towards achieving
                  professional licensure.
 

Program
Outcomes:***

 (What TCNJ Engineering students are expected to know and be able to do at graduation .  What knowledge, abilities, tools and skills the program gives the graduates to enable them to accomplish the Educational Objectives)

 The Program Outcomes listed below are expected of all Engineering graduates.

a)       an ability to apply knowledge of mathematics, science and engineering;

b)       an ability to design and conduct experiments, as well as to analyze and interpret data;

c)       an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability;

d)       an ability to function in multidisciplinary teams;

e)       an ability to identify, formulate and solve engineering problems;

f)        an understanding of professional and ethical responsibility;

g)       an ability to communicate effectively;

h)       the broad education necessary to understand the impact of engineering solutions in a global and societal context;

i)         a recognition of the need for and an ability to engage in life-long learning;

j)         a knowledge of contemporary issues;

k)      an ability to use the techniques, skills and modern engineering tools necessary for engineering practice.

 

Specific to this course

a)        an ability to apply knowledge of mathematics, science and engineering;

(reverse engineering and open ended term design projects)

c)       an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability;

(open ended term design project)

d)       an ability to function in multidisciplinary teams;

(solid modeling [Pro/E] design homework, reverse engineering, and term project design teams.  Study organizational techniques for formulating design teams).

e)       an ability to identify formulate and solve engineering problems;

(open ended term design project)

g)       an ability to communicate effectively;

(present graphical design solutions by way of orthographic and isometric sketching plus solid model designs, drawings and assemblies.  Utilize the engineering design loop or process to develop, document and present design solutions.  Use Gantt Charting to communicate design project scheduling).

k)      an ability to use the techniques, skills and modern engineering tools necessary for engineering practice.

(apply feature based, parametric, solid modeling [Pro/E] solutions to the open ended term design problem).

 

*              Lower case letters in [brackets] refer to the program outcomes of the Engineering Department.

 **           Numbers in [brackets] refer to evaluation used to assess student performance.                             

 ***         Outcomes shown in bold apply specifically to this course.

 ****       Description of Design Activity With Realistic Constraints, Modern and Professional

                Engineering Tools and Computer Usage.

 

Design Activity:

The design experience begins the first week of the semester, and entails multi-disciplinary student design teams solving open ended term design problems.  The teams are provided with design constraints from which they must design a product to perform some assigned task.  Each team’s design solution culminates in a presentation/competition between design groups to determine the relative success of the designs.

Example-Spring, 2010, the teams designed, built and tested solar powered cars that ran as slow as possible without stopping during a given distance. The cars consisted of a DC motor, solar panel, wheels and a wooden chassis. Through this project the students investigated the functions of gears and also explored some aspects of solar energy. A competition was conducted among the design teams at the completion of the activity.

The teams also designed, built and tested wooden model truss bridges. The bridges were designed to carry a maximum load within the given constraints. A competition was conducted among the design teams at the completion of the activity.

The teams also developed digital thermometers using a microcontroller (C-stamp), sensors (temperature sensors, LED and switch), computer programming (C language), plus the proper circuitry and interfacing software. The final design was tested in the real world environment under cold, room temperature and hot situations.

Realistic Constraints:

Realistic design constraints such as economical design (design within a fixed budget), and health and safety issues (design the solution so no harm is done to people and facilities) are introduced at the beginning of the term project assignment, and become an integral part of the open ended term design problem.

Modern and Professional Engineering Tools Usage:

The use of modern engineering tools begins during week one of the semester and continues through the final exam.  Students continuously use modern engineering tools to parametrically model parts, produce engineering drawings, and assembly presentations (approximately 10 minor design activities) throughout the course.  The previously discussed term design problems requires students to demonstrate proficiency in the application of feature based, parametric, solid modeling solutions to those design problems.

Also, some specific design problems require students to demonstrate proficiency in the use of waveform generators, oscilloscopes, digital multi-meters, sensors, circuitry and interfacing software plus bridge designer software. The design problems relate to the design session instructor's area of study.

Computer Usage:

The use of computers begins week one of the semester and continues through the final exam period.  Computers are required to carry out all of the activities addressed in the “Modern and Professional Engineering Tools” section of the course.

 

  

Prepared by:                                                                                                                         Date:

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