Engineering Design - Report Example

ENGINEERING DESIGN By Student’s name Course code and name Professor’s name University name City, State Date of submission Executive Summary Introduction to engineering design is comprised of three disciplines of approach which seek to impart important knowledge to the learner. These include structural; engineering (building a truss bridge), electrical engineering (electric circuit design) and marine engineering (testing an ocean vessel). These projects were undertaken in a group setup comprising of students working as a team to achieve the best. This portfolio therefore seeks to document the important learning outcomes as outlined within the guidelines contained in the structural paper. The benefits of these learning outcomes were also noted down and indicated herein with a sole purpose of demonstrating whatever was learned during the exercises. The weekly tasks performed are also reported herein with a purpose of evaluating the learning progress. Table of Contents Executive Summary 2 Table of Contents 3 Introduction 4 Learning Outcomes 4 LO1. Applying systematic design engineering approach 4 LO2. Organising and Evaluating Information 5 LO3. Technical, Environmental, Social and Economic Factors Impacting On the Solution of Engineering Design 5 LO 4. Use of CAD software to develop and present design solutions 5 LO 5. Effective Communication 6 LO 6. Individual and Collaborative Learning in a Team Environment 6 LO 7. Effectiveness of Reflective Journal in Improvement demonstration 6 LO 8. Response to Learning Situations Utilizing Social and Cultural Approach 7 Conclusion 7 Appendix 1: Reports 8 Appendix 2: Reflective Journals 9 Week 1 9 Week 2 9 Week 3 9 Week 4 10 Week 5 10 Week 6 10 Week 7 10 Week 8 11 Week 9 11 Week 10 11 Week 11 11 Week 12 11 Introduction This course is outlined to ensure that the learner emerges with design knowledge that can be used in various fields. Problem resolution is a very important approach towards cognitive development at an early stage of engineering education. In a bid to develop the skills that pertain to this skill, the course is tailored to ensure that every bit achieved contributes to this kind of growth. As a result, the problems posed by this study are multidisciplinary but with the profession of engineering. The study problems pose challenges that are meant to establish whether the learner possesses the ability to design the best solution possible for application purposes. The solutions engineered for various kind of applications need to be accurate in order to avoid possibility of catastrophic occurrences. The explanation bit thus requires the designer to be able to communicate effectively on the contents of the solutions in a bid to share ideas. The portfolios documented in this report also seek to indicate a breakdown of the achievements that can be reflected upon from the start of this course to the present position. Although these assessments were performed as a team, the individual knowledge achieved was felt and presented here too. Learning Outcomes LO1. Applying systematic design engineering approach Systematic approaches were utilised in coming up with solutions for the problems that was posed to us for resolution. These were applied to develop skills for future resolution if such problem presented against us again. The first activity involved building of a truss bridge whose draft was started for implementation. The second activity involved circuit design which required us to further subdivide ourselves in order to benefit from personal knowledge gained in the past. Third activity involved ocean whose solution was divided into two entire groups as per the second one in order to achieve from the strategic and systematic approaches designed for the second activity. LO2. Organising and Evaluating Information Prior to deciding on solutions, information from various sources was pooled in form of possible answers to the problems that were being solved. These were chosen from the existing literature that was availed to us and the one available in the libraries as well. This helps us garner skills to communicate as a group and how to develop ideas into possible solutions for any given problems. LO3. Technical, Environmental, Social and Economic Factors Impacting On the Solution of Engineering Design In order to execute a solution tailored for a given problem, it is first and foremost of importance to consider its environmental, technical, social and economic impacts. The technical factors were affiliated to the science behind the problem and the solution that was designed. Economic factors were noted to be considered in such cases whereby stringent guidelines were to be put in place regarding monetary budgets. And lastly, the environmental impacts were to be considered since it is everybody’s responsibility to ensure conservation of the same. LO 4. Use of CAD software to develop and present design solutions Computer usage in solution design is becoming an increasingly recommended phenomenon. For this sake, AutoCAD software was utilised to develop cost worthy ideas that were to be deployed for the design problems i.e. the truss bridge, ocean vessel and the electrical circuit design. These were drawn and presented using AutoCAD as the cheapest and easy approach. LO 5. Effective Communication Conveying message in form of one media or the other in an effective manner is every engineer’s dream. Communication is actually required for sharing information or presenting ideas in a manner that can be understood or compared with another person. Through discussions, our group was able to share problems that were faced at the assessment time. These solutions were then presented in form of a drawing which was then considered as an executable piece. For drawing purposes, Matlab and AutoCAD software were considered while email was considered for remote communication among group members. LO 6. Individual and Collaborative Learning in a Team Environment Tackling issues in a team environment can be quite challenging if the problems posed are not shared equally for equal learning. For each activity undertaken by this group, task delegation was very clear taking care not to burden each other with complex tasks. The group members were tasked into looking for solutions and coming up with the reports as an approach to improving the cognitive levels and research capabilities. I personally undertook the initiative of designing the electric circuits as well as drafting of the final report. LO 7. Effectiveness of Reflective Journal in Improvement demonstration The journals that were written after the full encounter of problems posed for solutions effectively communicate the developments achieved as a result including the challenges faced. Both positive and negative encounters are documented in order to indicate how they were countered during the brain storming sessions held. LO 8. Response to Learning Situations Utilizing Social and Cultural Approach The ability to communicate effectively among students was not barred by the cultural diversity that existed among the group members. As long as the communication language is the same, the opinions and thoughts were easily laid across the platform despite the cultural differences. When it came to solution design, the cultural diversity came into play as group members seemed learn from each other. Conclusion The learning outcomes of the exercises undertaken in this brain storming session were positive in terms of deployable ideas. The interdisciplinary approach utilized gave team members a leeway of judging the solutions that could be used in other fields. Despite the cultural diversity, it was discovered that language was the only factor to be considered when forming such teams meant for trouble shooting. Appendix 1: Reports The three projects undertaken were as follows; 1. Truss Bridge Dr.Kevin Hunt 2. Electrical Circuit Phd.ValliNavaratnam 3. Ocean vessel Dr.Anthony Parker Appendix 2: Reflective Journals Week 1 While getting ourselves ready for ensuing activities, it became apparently clear that we could start the process of truss bridge design with Dr Kevin Hunt. All the necessary requirements of this course were explained with all the support formulae being provided. . Further, the introduction to how different materials and shapes react to different kinds of forces was introduced to the class with demonstrations being made using wire coat hanger. This was marked as a kick off to the process of designing and building of bridges. The frame design was started during the same week with hopes to catch up with time. The required commands for AutoCAD were also taught to us by Mr Andrew who was going to help us overcome the challenges that we as students face when it comes to design. Week 2 Since the truss bridge design problem had been posed to the class, there was need to research through available literature in order to facilitate easy learning process. Apart from the theoretical approach, the weight frames were tested at the laboratories. Although the frame did not weigh much, the braces utilized were not strong enough to hold against the forces. To avoid further problems, Dr Kevin Hunt explained later in the week on what was supposed to be done and even came up with a probable sketch. Basics with regard to AutoCAD were also introduced and further demonstrations on how to come up with 2D basic drawings carried out. Week 3 During this fruitful week, meetings were arranged with group members on how to move forward with the tasks at hand. On completing the bridge design, it was imposed against load for purposes of testing and left for drying. It was further agreed that meetings be held twice a week in order to establish the progress of each group member for individual tasks. Week 4 During this week’s, we sat for our mid-semester examinations. This did not however deter us from testing the bridge. It was amazing to note that the bridge reacted well to the loads. Regarding the exams, I realized that the learning process had taken place in such a manner to demystify the advanced problems that were faced. I realized that I loved mathematics which was a very big advantage to the design problems in consideration. Week 5 During this week, the new project activity on electrical circuit was introduced by Phd. ValliNavaratnam. This was after a deep learning process regarding electrical circuits in existence together with other necessary knowledge. During the AutoCAD class, Mr Andrew Antiohos explained on how to come up with 3D objects and further served us reminders on the upcoming tests. Week 6 During this week, since the midterm tests were underway no much activity ensued as much as there were pending researches to be carried out. The AutoCAD revisions however went on as planned. Week 7 During this week, the mid-semester examinations were carried out with physics being the best achieved. AutoCAD test was as well simple as the tutorials provided had fully prepared me for the same. Week 8 During this week, our design group was finalising on electrical circuit design and report. Week 9 Since the second activity was under finalization, the reports were prepared for the same. Meanwhile, the third activity on ocean vessel design was introduced by Dr Anthony Parker who gave us an in-depth introduction. The problem entailed vessel design to achieve volume with respect to the dimensions provided. Although this was perceived as a simple task, it soon dawned on us that there were a lot of activities to undertake. Week 10 Group work regarding the design work continued with focus on the measurable dimensions of the titanic vessel. This exercise was carried out at the workshop after which the notes were taken and transferred to AutoCAD for digitization and subsequent volume calculations. Week 11 The group report regarding the ocean vessel commenced. We also held brain storming sessions meant to acquaint us with the 3D AutoCAD drawings. The exchange of knowledge was an amazing process that saw each of us become proficient in this technique. Week 12 This week was observed for AutoCAD 3D drawing tests which amazingly came out as easy based on the several revisions carried out in our team. Read More