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Design Portfolio The Pennsylvania State University

EDSGN 100 – Section 007

Submitted by Emily Rowan

Submitted to Xinli Wu

Submitted 4/27/18

www.personal.psu.edu/ear5450/Rowan_design_portfolio_sp18_007.pdf

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Abstract The purpose of this report is to summarize and highlight the various engineering and design tasks accomplished in Engineering Design 100. This class is intended to introduce the basics of engineering, such as graphics, design process, and 3D solid modeling.

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Table of Contents I. Cover ........................................................Page i II. Abstract ....................................................Page ii III. Table of Contents .....................................Page iii IV. Resume .....................................................Page 1 V. Course Syllabus .......................................Page 3 VI. Practice Problems and Exercises .............Page 7

a. Solidworks Tutorials ..........................Page 7 b. Sketching Homework.........................Page 14 c. CAD Project .......................................Page 17

i. Detail Drawings ..................Page 18 ii. Assembly Drawing..............Page 20

iii. 3D Solid Model ...................Page 20 iv. Design Features ...................Page 21

VII. Design Project One ..................................Page 21 a. Project Description.............................Page 21 b. Assembly Drawing.............................Page 23 c. 3D Solid Model ..................................Page 23 d. Detail Drawings .................................Page 24 e. Design Features ..................................Page 26

VIII. Design Project Two .................................Page 28 a. Project Description.............................Page 28 b. 3D Solid Model ..................................Page 31 c. Assembly Drawing.............................Page 32 d. Detail Drawings .................................Page 33 e. Design Features ..................................Page 35

IX. Summary and Conclusions ......................Page 36 X. Acknowledgement ...................................Page 36

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Resume

Emily A. Rowan ear5450@psu.edu

(610) 442-5230 Campus Address Permanent Address 409 Shunk Hall 3970 Oliver Avenue University Park, PA 16802 Bethlehem, PA 18020

EDUCATION: Bachelor of Science in Mechanical Engineering The Pennsylvania State University, University Park, PA GPA: 3.70/4.00 Anticipated Graduation: May 2021 Relevant Courses Calculus I,II Chemistry1 Physics I Aerospace Engineering Seminar Intro to Engineering Design Biology I (Physiology) Graduate of FreedomHighSchool Freedom High School, Bethlehem, PA Graduated:June2017 GPA: 4.89/5.00 Relevant Courses Project Lead the Way (PLTW) Intro to Engineering Design Calculus I/II PLTW Principles of Engineering Physics I Computer Programming I WORK EXPERIENCE: Child Care Provider Several families, Bethlehem,PA June- Aug 2017

• Facilitated creative and educational activities • Planned and prepared nutritious meals for two children • Communicated and instilled a sense of basic morality and encouraged polite interaction

between children Exhibit Floor Volunteer Da Vinci Science Center, Allentown,PA June-Aug 2016

• Directed children of all ages in basic science experiments and encouraged hands on projects

• Explained the science exhibits and adapted scientific concepts to a child’s perspective Full Time Cook Frontier Ranch Young Life Camp May-June 2018

• Prepare 3-4 meals a day for a camp of over 650 people • Maintain a clean and organized workspace in the kitchen • Work as part of a team of cooks and bakers to organize meals and clean up afterwards

Volunteer Server Lake Champion Young Life Camp October 2017 • Set, cleared, and served several tables of guests during meal times • Responded to dietary requests as well as maintained a positive and helpful composure

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• Cleaned and maintained the dining room and kitchen areas for future use SOFTWARE: Inventor, some knowledge of C++, Visual Basic, and Java Programming, learning Solidworks, Excel LEADERSHIP & INVOLVEMENT: Participant, Penn State Women in Engineering Program Orientation (WEPO) ‘17 Member, Penn State Women’s Rugby Team (Big 10 Champions) Fall ‘17 Leader at Bald Eagle High School, Young Life, Penn State Chapter ‘17 Captain, Freedom High School Lacrosse Team ‘17 Member, Freedom High School “Le Pamplemousse” Robotics Team (2016-17) HONORS: Commended National Merit Scholar 2017 All Time Leading Scorer Freedom High School Girls’ Lacrosse 2017 Recipient, Lamp of Knowledge (Freedom High School) 2017

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Course Syllabus

Figure 1: Syllabus page 1

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Figure 2: Syllabus page 2

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Figure 3: Syllabus page 3

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Figure 4: Syllabus page 4

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Solidworks Tutorials

Figure 5: Solidworks tutorial part 1

Figure 6: Solidworks tutorial part two

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Figure 7: Solidworks tutorial assembly 1

Figure 8: Solidworks detail drawing of part 1

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Figure 9: Solidworks detail drawing of part 2

Figure 10: Solidworks assembly drawing of parts 1 and 2

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Figure 11: Solidworks outlet plate

Figure 12: Solidworks switch plate with threaded fasteners assembly

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Figure 13: Solidworks drawing with detail views of switchplate

Figure 14: Solidworks tutorial detail views and assemblies

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Figure 15: Solid model of a bottle

Figure 16: Solid model of a hammer head (lofting and bending)

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Figure 17: Assembly of a candlestick and holder

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Sketching Homework

Figure 18: Isometric Curve Sketching

Figure 19: Multiview drawing homework

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Figure 20: Isometric sketching homework

Figure 21: Pictorial sketching homework

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Figure 22: Section view homework

Figure 23: Dimensioning homework

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CAD Project

EDSGN 100 INTRODUCTION TO ENGINEERING DESIGN

Working Drawing Assignment and CAD Project

Name: _____________________ Section: _____ Due Date: Nov. 27, 2018

______________________________________________________________________________

Design Task:

Design an entertainment center for a contemporary house, subject to the following

specifications:

• Is shipped in a box of compact size.

• Is assembled easily.

• Easy to move around.

• Is stable against tipping in normal use.

• Provides minimum compartments for a 50" TV, digital box, amplifier, and center

speaker, etc.

• Is aesthetically pleasing to the eyes.

Submit (Note: This is an individual effort, not a team project.):

• One assembly drawing that may be pictorial or multiview drawings. Pictorial assembly

drawing can be exploded or unexploded. Multiview drawings must be in proper

alignment. The number of views is the designer’s choice but all components must be

accounted for. Provide a bill of materials (BOM), i.e., a part list, and a title block

containing information such as assembly name, designer's name, course, section, and

date. Also, in a note, specify the dimensions of the shipping box.

• Three detail drawings fully dimensioned. Include the detail number, detail’s name,

scales, designer's name, course, section, and date. The details should be of parts made,

not purchased (e.g. not a screw or a nail).

• A clear 3-D solid model of the design solution.

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Evaluation:

The total value is 10% of the course grade.

The breakdown is:

Assembly drawing: 65%

Detail drawings: 30%

3-D solid model: 5%

____________________________________

Total: 100%

Figure 24: Divider detail drawing

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Figure 25: Foot detail drawing

Figure 26: Supporting post detail drawing

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Figure 27: Assembly drawing of entertainment center

Figure 28: Isometric view entertainment center

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Figure 28: Solid model entertainment center

Design Features:

The intention of this project was to design an entertainment center that could accommodate a variety of standard electrical components. This design focuses on sleek minimalism, with many storage options. The lower part has two swinging doors that conceal comparts broken up by a shelf. The middle shelf unit is intended to hold a cable box, center speaker, or other component. For deeper components, the side shelves have added depth that would also be effective for placing speakers symmetrically. Finally, the top shelf both protects the screen, and provides additional space for decoration or storage. All components except for the hinged doors are secured by slits and tabs that are already a part of each piece. This makes assembly of the product simple and also allows the user to interchange shelves based on their preferences. It also eliminates annoying small parts while maintaining structural integrity.

Design Project One

Project Description:

EDSGN 100 Introduction to Engineering Design

Design Project #1: Dumpling Maker

Design Task:

Design and build a prototype of a dumpling maker suitable for use in either a household or a restaurant (backgrounds and some other details will be explained in class).

Design Specifications:

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• The dumpling maker should be automatic or semi-automatic. • The dumpling maker should produce no less than 10 dumplings per minute on average. • The material cost for the dumping maker should not exceed $200 unless it can be

justified. • The dumpling maker should be safe as a food processor, easy to maintain, safe to use,

and dishwasher safe.

Key Deliverables:

A lab report to be published on the web with the following items included (Note: Guidelines for the lab report will be given later).

1. Problem statement 2. Mission statement 3. Customer needs assessment 4. Gantt chart 5. Design approach (concept generation and concept selection with design

matrix) 6. Working drawings 7. Prototype (images, scale, operation, instruction, etc.) 8. Working mechanism and engineering analysis 9. Cost analysis 10. Conclusion 11. References (if any) 12. Acknowledgement (if any)

Evaluation Criteria:

• Design meets specifications • Creativity/Innovation • Working mechanism and operation instruction are clear • Ease of operation • Safe to use • Cost efficient

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Figure 29: Exploded diagram dumpling maker

Figure 30: Solid CAD model dumpling maker

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Figure 31: Prototype dumpling maker

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Detail Drawings:

Figure 32: Dough cone detail drawing

Figure 33: Filling plunger detail drawing

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Figure 34: Side plate detail drawing

Design Features:

The Dumpling Maker was created with the intent to have a semi-automatic machine that could rapidly produce quality dumplings at a rapid pace. Most importantly, this model has very few electronic components, so it is durable and low cost as compared to similar machines. Additionally, this machine allows the user to mix dough, flatten dough, fill the dumplings, and securely wrap the dumplings all in one machine. The operator can make homemade dough instead of mixing the dough before or using premade dough. Having only one continuously spinning wheel makes this design safe and allows the operator to control the speed of production. The design is easy to operate and allows for a variety of dough or filling recipes. The conveyor belt, dough container, and filling container are easily removed for cleaning purposes. The cutting wheel makes consistent dumpling shapes and seams, which allows for even cooking and dumplings that will not split. Overall, the main features of this design are its relative mechanical simplicity, consistency in dumpling production, and condensing of the dumpling-making process into one machine.

Operation Instructions:

First, the user should put the ingredients for their dough into the dough container and screw on the stirring lid. He or she should also fill the filling dispenser with the chosen filling and flour the conveyor belt and free-spinning wheels. The crank on top of the machine can be turned until the

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dough is of the desired consistency. From there, the operator will undo the latch at the base of the dough cone, releasing the dough mass into the flattening rollers. At this point, the motor that controls the cutting wheels can be turned on. Next, the user will crank the lower handle to operate the flattening rollers and the conveyor belt. Once the dough sheet reaches a designated mark on the upper frame of the machine, the user will depress the filling plunger slightly. The operator will then crank the lower handle twice and depress the plunger again. This process repeats until the dough sheet is gone. By cranking the conveyor belt, the filled dumpling will be closed and cut in the cutting wheels and dispensed onto a plate at the end of the conveyor belt.

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Design Project 2

Project description page

Figure 35: Design project 2, project description EDSGN 100 INTRODUCTION TO ENGINEERING DESIGN

SPRING 2018

Guidelines for the second design report on Lockheed Martin’s Factory of the Future Project: NOTE: Your final technical report must be done in pdf format and must begin with a standard main cover page. The project report must be posted on www.personal.psu.edu website or http://www.weebly.com/ . This project report is the culmination of your project and will be visited by our project sponsor, other students, and faculty. To facilitate browsing, reading, and indexing of the large number of reports that will be submitted, we require some standard items for the report’s “cover page”. Please save your cover page file as “edsgn100_sp18_sectionXX_teamX_dp2.pdf”. Please have the entire report as ONE pdf file. 1. The project report must include (but not limited to) the following items:

(1) A cover page indicating the design title (large font size), the sponsor, Penn State and Lockheed Martin logos, course number and name (normal/small font size), section number, team number and names, team photo, submitted by and submitted to (with URL links to the person’s website created for this course), a descriptive image (photo of prototype/model, or CAD model) of the final design (including labels if necessary), and date of submission. Please print the URL of the project report webpage on the cover page.

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(2) Abstract (or executive summary) for the report (about 50 words) (3) Table of contents (the report must be easy to navigate) with email links to the

author of each chapter (4) Introduction (5) Description of the design task

a. Problem Statement (be specific about the problem your team intends to solve)

b. Mission Statement (be specific about the mission your team tries to accomplish)

c. Design Specifications/focus/scope/hypothesis (6) Design process/approach – design matrix

a. Project Management – Gantt Chart b. Concept Generation – Brainstorming (Briefly describe FIVE design

concepts with sketches) c. Design Idea/Concept Selection – Design Matrix d. Description of the Best Design Selected

(7) Prototype/Model a. Relative design drawings/system diagram (by CAD with any CAD

software including Sketchup) detailing the final design solution b. Prototype scale and digital image(s) of the prototype c. Design features

(8) Analysis a. Rationale for the selection of the opportunity b. Concept of Operations c. Life cycle analysis (optional) d. Assessment of important aspects of your system for feasibility and

adoption e. Economic viability of the system (e.g., cost savings, ROI).

(9) Summary and conclusions (10) Attachment of the PowerPoint Presentation Slides (11) Attachment of the tri-fold brochure (12) Acknowledgment (if any) (13) References (if any)

2. The project report must be published on the web before 5:00 p.m. on April 27, 2018.

3. A hard copy (Cover page only) and an email with a subject “Section No. Team No.” indicating the URL of the project report should be submitted to the instructor no later than 5:00 p.m. on the date specified on item 2 above for each section.

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4. Please indicate the contribution each team member made to the lab report by placing the member’s name on the part he/she wrote.

5. Individual grades may be different from team’s grade depending on the member’s

contribution and effort. 6. Use the following formats for labels of captions of figures and tables:

Table 1. Design Matrix

FIG. 1. Image of Prototype

7. Use the following formats for reference lists:

Dixon, J. R. (1991), “Engineering Design Science: New Goals for Education,” Mechanical Engineering, 113 (3)

Cheng, F. H. (1985), Statics and Strength of Materials, Macmillan publishing Company, NY.

Coduto, D. P. (1994), Foundation Design – Principles and practices, Prentice Hall, NJ.

Horenstein, M.N. (2002), Design Concepts for Engineers, Prentice Hall, Upper Saddle river, NJ.

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3D Solid Model

Figure 36: CAD model of multi-driver

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Figure 37: Prototype multi-driver

Figure 38: Exploded view multi-driver

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Detail Drawings

Figure 39: Backplate detail drawing

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Figure 40: Blockholder detail drawing

Figure 41: Bit seat detail drawing

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Design Features

The team wanted to save Lockheed Martin time, but not at the expense of the quality of their products. We crafted a design which requires very few resources. On top of this, our design does not require the company to buy an entirely new power tool. At the moment, we know that Lockheed Martin is frequently using electric and pneumatic drills already, our group gives the company the ability to keep these tools, but simply improve them by attaching our mechanism to these existing power tools. With our tool, we can remove 4 screws at once. That’s four times less time and effort put into completing the task. We also allow you to remove screws separated by a center to center distance anywhere from half an inch to three inches. The mechanism can handle many types of screws, size and shape! Our hub for holding the screw bits is pretty universal, so this mechanism can unscrew flatheads, hex heads, Philips heads, and can handle various sizes. Other than the obvious advantage of unscrewing four screws at once, our design allows the company to adapt it to existing drills and power tools. This saves cost and is simple to operate. Additionally, our design can handle a variety of screw heads, sizes, and shapes because our screw hub is universal for most bits.

Concept of Operations:

The intention of this product is to eliminate inefficiency in the workplace, specifically in unscrewing multiple screws at once. The design must be safe and easy to operate as well as adjustable. In a Lockheed Martin workshop, this adapter could be attached to either a drill or, if necessary, a drill press. The appropriate bit or screw head would be attached to each of the arms and the desired drill or screw tightening job could be completed. In terms of production, the vast majority of the product components are 3D printable or easily replaced with standard parts, with the possible exception of the belts. Assuming that the consumer already possesses a drill and the necessary screw heads for their project, they simply need this multi-driver adapter to attach and no extra training to operate.

In a Lockheed Martin workshop, several of these tools could be purchased and stored for use by any basically-trained employee. No special storage or power source is needed. Specifically with unscrewing the covers of circuit boxes, this tool could be attached to a drill, used, and replaced in a short amount of time.

To operate, the user will unsnap the pulley clips and adjust the screw heads to the desired position, with the aid of the rulers on the arms. The pulleys will be locked in place with the pulley clips. The shaft can then be tightened into a standard drill. Just like using the drill on its own, the user positions the screw heads in the desired screws and removes them by pressing the drill trigger. Once finished, the user can remove the drill bits or screw heads from the receivers, and take the whole attachment out of the drill so it can be used as a regular drill again. The focus of this design is simple operation, so the user should be able to conserve time further and use the tool in an intuitive manner.

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Summary and Conclusions

The major focus of this course was to introduce the basics of engineering and design to prospective engineers. This was accomplished through two team design projects and several sets of drawing homework, as well as CAD instruction. The majority of in class time was spent working in “labs” to progress through the design process to identify an existing problem, brainstorm solutions, and prototype the best solution, by creating a physical prototype and a CAD model on Solidworks. These projects stressed teamwork and documentation of design. The second design project allowed each team to select one of five projects that were presented by the sponsor, Lockheed Martin. Team four chose to create an adjustable multi-driver to remove several screws from circuit boxes of varying distances apart. After being nominated by section 007 and presenting to a team of Lockheed employees, Team Four won the award for design excellence at the engineering design fair.

Overall, Team Four was successful at accomplishing the designated design specifications for both projects and I believe that experimenting on Solidworks has given me a proficient understanding of 3D solid modelling. This course focused on developing problem solving skills and teamwork, both of which I felt were accomplished. This report is intended to compile the various projects completed in EDSGN 100 as well as highlight the progression and improvement throughout.

Acknowledgement

I would like to thank Professor Xinli Wu for his instruction and guidance with the projects as well as the TAs for their support in the design projects. I would also like to thank all the other members of group four for making the projects enjoyable and working hard in and out of class.