LECTURE 0 Fall 2011

LECTURE 0 Fall 2011 - ENGR 2310U Concurrent Engineering and...

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Unformatted text preview: ENGR 2310U Concurrent Engineering and Design Lecture #0 Introductory Lecture Prof. Remon Pop-Iliev, Ph.D, P.Eng. Monday, September 12, 2011, 3:40-5:00 PM, UA1350 Faculty of Engineering and Applied Science University of Ontario Institute of Technology THE THE CONTEXT OF INNOVATION, DESIGN ENGINEERING, AND AND ENGINEERING ENGINEERING EDUCATION. Slide 2 Engineering Engineering Graduates Should Posses Posses a Unique Set of Competences Knowledge of the fundamentals Creativity and innovation Applications skills and knowledge Communications Teamwork and leadership Social awareness Life-long learner Slide 3 Typical Typical Employers’ Expectations from Engineering Graduates Sound Sound technological knowledge Creative design skills A “HYBRID” “HYBRID” engineering professional Clear understanding of business Slide 4 Design Design Manufacturing Marketing DESIGN IS THE DEVELOPMENT OF AN IDEA INTO USEFUL HARDWARE. ALL DESIGN PROBLEMS ARE POORLY DEFINED. DESIGN PROBLEMS HAVE MANY SATISFACTORY SOLUTIONS AND NO CLEAR BEST SOLUTION. THE DESIGN PROCESS NOT ONLY GIVES BIRTH TO A PRODUCT BUT IS RESPONSIBLE FOR ITS LIFE AND DEATH. Slide 5 10 10 World’s Most Innovative Vs. 10 World’s Richest Tech Companies Sources: http://www.forbes.com/special-features/innovative-companies.html and http://technology.ezinemark.com/worlds-richest-tech-companies-in-2011-7736bf15ab72.html Slide 6 The Importance of Innovation The Today’s companies that are making the greatest profits are the innovative ones, not the low-cost ones. Quality has become a sort of commodity - necessary but not sufficient to ensure success. When everyone offers quality, quality no longer stands out. The next arena for competition has become become innovation. However, innovation involves risk and invites calamities calamities that, ironically, ironically can enhance the integrity and hence safety of subsequent designs. TECHNOLOGY: “If you understand it, it’s obsolete.” Slide 7 The Engineering Education Dilemma The “In a world where applied science and technology are available to practically anyone for a few Rupees or a Yuan on the Dollar, we have to ask ourselves: What will the North American engineer have to offer that is not available in the global market for a fraction of the cost? If we decide to compete with other countries using the traditional definition of engineering, we will certainly succeed in converting engineers into a commodity.” Slide 8 The The Notion of Holistic Engineering Education Holistic “The exciting future of engineering is beyond technological labels (e.g., mechanical engineer, electrical engineer, etc.) where isolated training falls to a more powerful profession of broadly educated “holistic engineers” - engineers who manage, lead, and understand complex, interdisciplinary systems that bring the power of engineering thought to issues spanning and connecting technology, law, public policy, sustainability, the arts, government, and industry.” Slide 9 The The “Ideal” Engineer of the 21 Century 65% Engineering (Design (Design included) 10% Liberal Studies 10% Science 5% 5% Ingenuity/Talent 10% Business Engineer – as versatile as a Swiss Knife Slide 10 The The Actual Clients of FEAS Slide 11 The The Desired “Products” of FEAS Slide 12 The The Methods of FEAS Slide 13 Engineering Training at AMME En Design-intensive Engineering Curricula 3 Core Design Courses + 1 Capstone CAD CAD Proficiency Exam Segments Mini Design Projects A Major Design-build Challenge Slide 14 Engineering Engineering Training at AMME Contd. Integrated Design Projects Digital Self-learning Design Modules 2D 2D-ICE-based Rubrics 35 Tablet Laptops Implemented in Year 4 CEAB CEAB Accredited Engineering Programs Slide 15 Core Core Courses in Design Engineering Year 1 • Fall: Engineering Graphics and Design Year 2 • Fall: Concurrent Engineering Year 3 • Fall: Computer Aided Design Year 4 • Fall: Capstone Design I Year 4 • Winter: Capstone Design II Slide 16 UOIT Design Engineering Practice UOIT Integration of topics covered in design-related courses is achieved via team-based design and CAD modeling design-build projects. Functional proof-of-concept prototype building in 1st year design projects Automata. projects – Automata. Functional proof-of-concept prototype building using Meccano 50™ design kits in 2nd year design projects. Functional proof-of-concept prototype building using LEGO t Mindstorms™ design kits in 3rd year projects. Integrated common course term projects (e.g., kinematics and dynamics of machines combined with computer-aided design) Functional proof-of-product prototype building in 4th year capstone capstone design projects (industrial sponsor). Slide 17 Typical Typical Examples of Year 1 Student Work Project design objectives: Design and develop Automata device to perform meaningful task/theme (i.e., tell a story). A minimum of 5 figures (characters) that move in particular manner to produce animation are required, of which at least 3 to be dependent on each other. Slide 18 Typical Typical Examples of Year 2 Student Work (Project #1: Various vehicles based on a common platform.) Slide 19 Typical Examples of Year 2 Student Work (Project #2: Biaxial rotomolding mechanism. Mold = Pop can) Slide 20 Typical Typical Examples of Year 3 Student Work (Integrated Project: Industrial tire manipulator for various tire sizes.) ti 6m Input Conveyor 2 Input Conveyor 1 6m Input Conveyor 3 The height of the top of the three input conveyors is 1 m and the height of the output conveyor is 1.5 m. Output Conveyor Slide 21 Typical Typical Examples of Year 4 Student Work (1) Capstone design course: Regenerative Automatic Door Opener (Patented) design co Regenerati Slide 22 Typical Typical Examples of Year 4 Student Work (2) Capstone design course: Chainless Hybrid Electrical Bicycle design co Chainless H brid Bic cle Slide 23 Slide 24 The The CEAB Accredited Programs of UOIT http://www.engineerscanada.ca/e/pr_accreditation.cfm Slide 25 A New Masters Design Field at UOIT New (Launched and starting from September 2011) ENGR 5004G: Directed Studies (existing) ENGR 5005G: Special topics (existing) ENGR 5011G: Advanced Engineering Design (existing) ENGR 5271G: Innovative Design Engineering (new) ENGR 5272G: Design Engineering Management (new) ENGR 5273G: Design by Failure (new) ENGR 5274G: Design of Sustainable Mobility Systems (new) ENGR 5275G: Design for Product End of Life (new) Slide 26 Extended Extended Range Plug-in Dual Fuel Electric PlugHybrid Vehicle 3D CAD Model Slide 27 Actual Actual Performance Test Results 50% Throttle Test – Matt http http://www.youtube.com/watch o ?v=hoYzKlRY5VM 80% Throttle Test – Mark http://www.youtube.com/watch ?v=AGkzqqOYHt4 Generator Push Button Start St http://www.youtube.com/watch ?v=RYI1pn7RtGQ First Test Free Wheeling http://www.youtube.com/watch ?v=Jh8Rlwl0bC0 Slide 28 Ra Rapid Rotational Foam Molding Setup Slide 29 The The RRFM Experimental Apparatus Slide 30 CONCURRENT CONCURRENT ENGINEERING ENGINEERING (CE) Slide 31 Sequential Sequential 4 x 100 Relay Slide 32 Concurrent Concurrent Slide 33 Traditional Traditional Engineering Design Sequence Slide 34 Concurrent Engineering Design Structure Concurrent Slide 35 Sequential Sequential Product Development: Walls Walls exist between functional areas! Product Concept Customers Performance Specs Marketing Design Specs Design Engineering Manufacturing Specs Manufacturing Engineering Production Source of idea: Wright State University, 2002 Slide 36 The The Over-the-wall Design Method Sequential Sequential product development often results in products that do not please the customer! Slide 37 Concurrent Product Development: Concurrent Walls broken down! Slide 38 The Concurrent Design Method The The The simultaneous consideration of all downstream activities which are likely to affect the product’s life cycle. Slide 39 Schematic Schematic of Interacting Groups in CE Slide 40 Concurrent Concurrent Design Facility Layout European Space Agency (ESA) Archive Room Documentation ocu Room Lobby Project Design Room Support Design Room Terminal Room Slide 41 Concurrent Concurrent Engineering Facility Layout German Aerospace Center (DLR) Slide 42 Typical Typical Main Design Room Setup German Aerospace Center (DLR) Slide 43 Main Main Design Room Multimedia Setup German Aerospace Center (DLR) (DLR) Slide 44 Concurrent Concurrent Engineering Sessions European Space Agency (ESA) NASA International Space InnovationCenter (DLR) German Aerospace Centre Slide 45 What What is a SmartBoard? SmartBoard? The term "SmartBoard" is actually a trademarked brand of a device generically referred to as an Interactive White Board (IWB). An Interactive White Board (IWB) is a broad name for a device that, when used with a th computer and some type of large video display, makes the surface of the display become touch sensitive in some manner manner and allows it to be used to control the computer. SMART Video 3:36 min Design demo 4:42 min Slide 46 COURSE COURSE PREREQUISITES Slide 47 The The biggest pre-requisites for this pre for course course include: a hardworking approach, hardworking a creative mind, and ti a can-do attitude. can Slide 48 COURSE COURSE OUTLINE Slide 49 Timelines Timelines, Deliverables & Marking Scheme Scheme PLEASE FAMILIARIZE YOURSELF WITH THE COURSE OUTLINE POSTED POSTED ON WebCT! Slide 50 A Collective Effort: Groups of 5 students Collective Slide 51 Teamwork Teamwork Source: “The Parable of the Blind Men and the Elephant” by John Godfrey Saxe (1816-1887) Slide 52 Innovation Innovation Slide 53 Customer Customer Satisfaction Slide 54 Design for X Desi Slide 55 Quality Quality Slide 56 Group Case Study/Design Projects Rules Grou Please form identical student teams of a minimum of five to a maximum of six students for completing the two Group Design Projects and the Case Study. In order to maximize the time for communication and interaction among the members of a project team, it is strongly recommended that those students that are officially registered into an identical laboratory group join the same team! The submission of Project Group Lists is due on Sept. 14, 2011 in CLASS Please submit COMPUTER PRINTED team lists of 5 to 6 student names accompanied accompanied with the respective student numbers. Changing team members after this deadline will not be allowed! Please DO NOT E-mail project team lists to the TAs or instructor! Those students that have chosen not to join and report their voluntary team membership in the manner and by the deadline stated above will be randomly assigned to Case Study/Project Teams created in an administrative and mandatory manner. ONLY THE FIRST FIVE teams that will volunteer for presenting Case Study #1 will be granted permission to do so on September 28, 2011 Slide 57 Student Group Case Study #1 ((Slide 1of 2) Student Slide Case Study #1 Topic: “Analyze “Analyze and Discuss the Various Concurrent Engineering and Design Design Principles Implemented on the following Projects: Airbus Airbus A380, A380, Boeing 777, and/or Boeing 787” Assigned: Monday, September 12, 2011 Due: Wednesday, September 28, 2011 in class 2:10 PM – 3:30 PM Slide 58 Required Scope of Group Case Study #1 Re Please submit: A hard copy of the written Case Study #1 Report up to Max. 10 pages long, singe singe spaced, Times New Roman Font #12; Times A hard copy of the PP presentation and the presentation script; A CD containing the report, PP presentation, and script; Please give an in-class oral group presentation: (Slide 2 of 2) PowerPoint supported Max. 10 min (you will be asked to abruptly stop presenting after your 10 min time is up) Max. 5 min for answering eventual questions from instructor and/or audience Marking scheme and criteria: Total mark: up to 5% will be assigned to each legitimate student student group member. Complying with prescribed time limits Clarity and presenting professionalism Quality of technical content Quality of visuals Technical and formatting merits of report up to Max. 0.5% up to Max. 1.0% up to Max. 2.0% up to Max. 0.5% up to Max. 1.0% Slide 59 Biweekly Biweekly Assignment #1 Assigned: Monday, September 12, 2011 Due: Monday, September 26, 2011 Title: “Design a Modular Universal Spiral Stair Kit” Design Useful hints: Both individual and group work submissions (equal mark to each member) will be allowed for this biweekly assignment! Please base the fundamentals of your design on the conical-inserts-based design system of the product presented on the photo presented in Slide 2 Refer here (http://www.theironshop.com/buildastair02.htm) to study an animated online sample of the elements a spiral stair kit should have Scope and marking scheme: Submit a hard copy and a CD containing complete engineering documentation in NX that would be necessary for manufacturing the spiral staircase at a remote location location including at least: (Marks: Max. 5%) 3D full assembly drawing 3D drawings of all necessary subassemblies, components, and parts Respective multiview drawings of parts having all necessary dimensions and tolerances BOMs as appropriate A two-page international (no words) installation instruction manual based on 3-D photo rendered NX images 0.5 % 2.0 % 1.0 % 0.5 % 1.0 % Slide 60 Slide 61 Group Design Project #1 (15%+3% Possible Bonus) Grou Slide 1 of 5 Assigned: Monday, September 12, 2011 Due: Monday, October 24, 2011 (NOTE: All groups should submit their final works. No delays will be tolerated!) Title: “Design of a AIRCRAFT MAIN LANDING GEAR Based on a Common LANDING GEAR COMPARTMENT AND DOOR(s) Design Concept Supporting Interchangeable Landing Gears” Group work submissions (equal mark to each legitimate group member) is assumed for this Group Design Project! The design of the common LANDING GEAR COMPARTMENT AND DOOR(s) should be first negotiated and decided upon in SUPERGROUPS that should include 3-4 small groups (overall single single group work is not allowed) IMPORTANT NOTE: To embellish your prototype: You are allowed to use additional materials other than those provided by the design kits but they cannot be more expensive than $50.00 it total. More expensive investments will be penalized. Slide 62 Group Group Design Project #1 (15%+3% Possible Bonus) Slide Slide 2 of 5 SAMPLE DESIGN CONCEPT Group Design Project #1 (15%+3% Possible Bonus) Slide Slide 3 of 5 SAMPLE MAIN LANDING GEAR DOOR SAMPLE MAIN LANDING GEAR COMPARTMENT Slide 64 Group Group Design Project #1 (15%+3% Possible Bonus) Requirements: 1. To submit Project paperwork: Slide of Slide 4 of 5 A hard copy and a CD containing complete engineering documentation in NX that would be necessary for manufacturing your landing gear including the common fuselage opening at a remote location; A hard copy of the PP presentation and the presentation script; A CD containing the PP presentation, and script; (should be on the same CD) Scope and marking scheme: (Project: Max 10% equal mark to each legitimate group member) (Max up to 2%) Logbook (up to 5 pages) indicating and NEATLY describing dates of both Super group and group meetings, interaction details, addressing issues such as concept generation, freehand sketches, communication via e-mail, etc., design decisions brought freehand communication etc design with reasons and rationale implemented. (Max up to 1%) Preparation of a fully functioning prototype made by using the “Meccano 50” design kit (Max up to 1%) 3D full assembly drawing of the prototype (a respective file that demonstrates the movable parts and components) th (Max up to 6%) 3D drawings of all subassemblies, components, and parts including respective multiview drawings of parts having all necessary dimensions and tolerances and BOMs as appropriate. IMPORTANT IMPORTANT NOTE: Assemblies having larger numbers of parts would be preferred for this design project. Slide 65 Group Group Design Project #1 (15%+3% Possible Bonus) Slide Slide 5 of 5 2. To give an in-class oral group presentation: (Presentation: max max 5%; equal mark to each legitimate group member) PowerPoint supported while presenting the design and the full functionality of the prototype your group has built Max. 10 min (you will be asked to abruptly stop presenting after your 10 min time is up) Max. 5 min for answering eventual questions from instructor and/or audience Oral Presentation Marking scheme and criteria: Complying with prescribed time limits up to Max. 0.5% Clarity and presenting professionalism up to Max. 0.5% Quality of technical content up to Max. 1.0% Quality of visuals up to Max. 0.5% Technical merits and demonstration of prototype up to Max. 2.5% Slide 66 ...
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