Integrated Learning Experiences in the Machine Design Course

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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


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


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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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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Relation MDP with CDIO Standards

Standard 5 Design - Implement Experiences

-


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


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


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


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


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Design activities with teamwork:

sketching, brainstoming. CAD

drawing

Design



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Modelling of parts and transmission system

Design



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Modelling and Simulation of machine

Design


Plate bending machine with 3

drive rollers

Bucket conveyor


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Implement

Implement

activities

I Build of machine



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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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Integrated Learning Experiences in the Machine Design Course

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