L01. Introduction, Course Outline, Design Methodology Approaches

L01. Introduction, Course Outline, Design Methodology Approaches

Info iconThis preview shows pages 1–9. Sign up to view the full content.

View Full Document Right Arrow Icon

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
This is the end of the preview. Sign up to access the rest of the document.

Unformatted text preview: 1 EGR10. Fall 2008 Introduction to Engineering “Problems Engineers Solved” Course Instructors : Professor Linda Franzoni Room 305 Teer Email: [email protected] Professor David Needham Room 3391 CIEMAS Email: [email protected] 2 L01: Course Overview, Design Methodology Approaches, including the Template Example “How did Engineers Solve the Pump Fluids Problem?” 3 Outline • Part 1: Class Logistics and Overview • Part 2: What is an ENGINEER? • Part 3: Our Template Summary Presentation, How Did Engineers Solve the “move fluid from a lower potential energy to a higher potential energy” Problem? • Part 4: Our Pedagogy of Learning 4 The all-important question? • This course poses the all-important question you need to be able to answer if you want to become an engineer, • “What were the problems engineers solved?” • You will learn how to answer, yourself, • “How did engineers solve the “X” Problem?” 5 “What were the problems engineers solved?” • “How did engineers solve the “X” Problem?” – “stop you going through the windshield”, – “sustainable engineering in land development”, – “integration of different power sources” or – “divide and/or replicate data among multiple hard drives” – or indeed a whole host of other “X”s limited only by your imagination. Hybrid Car Seatbelt RAID and Hard Drive Water Retention Pond a seatbelt, a water retention pond, a hybrid vehicle, and RAID and hard drive The answers are: 6 Leaning Pedagogy called EDU-K E xperiment, D iscover, U ncover, -new K nowledge • learn best and most when you are interested and motivated. • new educational pedagogy --”student learning”, rather than “professor teaching”. • Professors and staff engaged in EDU-K. • “facilitate your learning” A) E U D K E U D K ure 1.3 . The EDU-K le, moving from B) Figure 1.3 . The EDU-K Cycle, moving from Experiment, Discovery, Uncovery leading to new 7 Content Framework of DESIGN • Learning Pedagogy is only as good as the content framework you hang it on. • Class is anchored in Engineering DESIGN Methodology. • It is this design scheme that you will learn to use to reverse engineer a particular problem of interest to you 8 The Purpose of this EGR10 Program is to…. • focus students on looking more deeply into Engineering designs. • Establish a formal scheme to reverse engineer any device, system or process at hierarchical scales • gain new knowledge that integrates what you already know with what you will find out for yourselves regarding the engineering of products and processes for the benefit of society...
View Full Document

This note was uploaded on 02/14/2011 for the course EGR 10 taught by Professor Staff during the Fall '08 term at Duke.

Page1 / 88

L01. Introduction, Course Outline, Design Methodology Approaches

This preview shows document pages 1 - 9. Sign up to view the full document.

View Full Document Right Arrow Icon
Ask a homework question - tutors are online