final presentation slides v2 ready ppt
TRANSCRIPT
ORGANIC SOLAR CELL MODULAR FRAME
CAD customization Lauren Vathje ||ENMF 623 W16|| Engineering Education Research
Organic Solar Cell Holder
for Greg Welsch and Christine Sharp
Collaborative Project
Solar Cells Holder
(Modular Design)
Solar Cells
Carbon Capture with Algae
Algae Bio Fuel Creator Christine Sharp, Greg Welsch
Bio-fuel creation with pump
CAD CUSTOMIZATION
CAD CUSTOMIZATION (from an educational perspective)
CAD CUSTOMIZATION (from an educational perspective)
Rapid Prototype as Design
Metacognitive Reflection
Problem Solving Ability
“ Computers have gradually eliminated the designer's role, leaving a gap that engineers are often not trained to fill
Computer design tools can result in both excessive time expended in design, and a lack of imbedded reality in the final product. A design may look pretty on the computer screen, but will it meet the users' needs and can it be efficiently made as designed?
-Diegel and Potgeiter [1]
“ Open-endedness implies a multiplicity of possible solutions for a given problem. This is not … associated with mathematics and science, … where a single, ‘correct’ answer is generally assumed.
-Winkelman [2]
Students are expected to engage in a convergent process by formulating a set of reasoning questions to THE (unique) answer.
-Dynn [3] …significant challenges still exist within engineering curricula with regard to “reading” technical problems with multiple layers of meaning.
-Cech [4]
BACKGROUND - FROM AN EDUCATION PERSPECTIVE
➤ Trends in CAD and CAD Education ➤ Concurrent processes are gaining momentum ➤ More access to RP technology ➤ More emphasis on design as a context for CAD
BACKGROUND - FROM AN EDUCATION PERSPECTIVE
➤ “Rapid Prototype as Design” ➤ a process that is based off of NASA’s process ➤ rapidly iterate through, and go from planning to CAD, to prototype and
back again
➤ Problem Solving ➤ Heuristic (exploratory) vs. Systematic ➤ Novice vs. Expert ➤ Converging vs. Diverging
BACKGROUND - FROM AN EDUCATION PERSPECTIVE
➤ Metacognitive Reflection ➤ Conscious level of learning, reflecting on how one is learning. ➤ Heightened awareness of learning process while happening.
DRIVEWORKSXPRESS // FDM PRINTING // SILICONE MOLD
➤ Modular custom design for multi cells, different designs ➤ Supported the efficient iterative context of “RP as design” ➤ Inputs
➤ Cell Size (Square Dimension, Thickness) ➤ # of Cells (linear array) ➤ Overlap dimension
DESIGN PROCESS PHASE I
“This was the most trial and error approach to design. I really wanted to make it elaborate and complex – it was against my nature to just go with something”.
DESIGN PROCESS PHASE II
Two Major Designs -Single “Part”
-Two Part Asmb.
Single Part
Two Parts
“Despite not wanting to move forward with a simple design – I began prototyping. My excitement and enthusiasm to design further was increased. I also quickly saw flaws in my design – and features to be added. I also quickly was a disconnect between geometry and this prototyping abilities”.
DESIGN PROCESS PHASE III
Smooth Sailing!
Learning
Experience Acquired
“ In most projects in undergrad, I wouldn’t imagine having something I can hold. But I feel like I got more out of my CAD experience to see context of my designs. “
CAD CUSTOMIZATION
Conclusions
CAD CUSTOMIZATION
(from an educational perspective)
Conclusions
CAD CUSTOMIZATION
(from an educational perspective)
Rapid Prototype as Design
Metacognitive Reflection
Problem Solving Ability
Conclusions
Effective for Technical and Design Skills
Heuristic, exploratory towards convergent solution.
Method of review of “RP as Design”
THANK YOU
REFERENCES
[1] O. Diegel, W. L. Xu, and J. Potgieter, “A Case Study of Rapid Prototype as Design in Educational Engineering Projects *,” vol. 22, no. 2, pp. 350–358, 2006. [2] P. Winkelman, “Perceptions of mathematics in engineering,” Eur. J. Eng. Educ., vol. 34, no. June 2015, pp. 305–316, 2009.
[3] C. L. Dynn, “Engineering design thinking, teaching, and learning,” IEEE Eng. Manag. Rev., vol. 34, pp. 65–65, 2006.
[4] E. a Cech, “Culture of disengagement in engineering education?,” Sci. Technol. Human Values, vol. 39, pp. 42–72, 2014.