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IE201 Introduction to Engineering Design Fall 2006-2007 The Celebration. Team1. 1- Mostafa Kassem Nagi. 0614080 2- Ahmed Nafel Alharbee. 0611243 3- Haitham Farook Saied. 0612871
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IE201Introduction to Engineering DesignFall 2006-2007 The Celebration
Team1 1- Mostafa Kassem Nagi. 0614080 2- Ahmed Nafel Alharbee. 0611243 3- Haitham Farook Saied. 0612871 4- Saieed Ali AlGarnee. 0611276 5- Ali Alomraani. 0150266
Context This is the introduction for the L3 Assignment, which is about manufacturing to make students in this course know more about manufacturing. it is divided into parts so we can apply what we have learnt in the course into steps and gradually. The L3 sections: L3-A about defining the problem L3-B about generating ideas L3-C about Deciding the course of action L3-D about implementation. L3-E about evaluating our work. Next you will see all the parts of L3.
This work is for assignment L-3a, the first part of Capstone design project assignment, which is about defining the real problem, the first step of heuristic. We followed Fogler and Leblanc book (Strategies for Creative Problem Solving) to define a problem about students who don’t know enough about manufacturing. We hope that we will be able to define the real problem because it is the most important step for solving any problem. Introduction
The Definition Process: We applied five techniques to define the problem correctly: • Gathering Information • Present state /desired state • Dunker Diagram • Statement/Restatement • Evaluating the five definitions
1.Gathering Information: The first step was to gather information about the problem by one or more of the four steps in table 3-1 of Fogler and Leblanc book which are collect and analyze data, talk with people familiar with the problem, view the problem first hand and confirm all findings. We chose to talk with people familiar with the problem by talking with engineering faculty members and to view the problem first hand by asking KAAU and high school students about manufacturing and the results was as follows. What we found out form the Engineering faculty members opinion: The problem is in the student’s life stages from the childhood to the university stage. Parents, environment, school and university are major affects for the student mentality because if parents encouraged the child to discover the things deeply he will grow up to continue doing that in school stage and as a result will know enough information about manufacturing for university. The result of KAAU and high school students questionnaire: We found out that almost 8 out of every ten students don’t know any thing about manufacturing and when we asked why most of them said that they were never asked to get information about manufacturing. And also almost 8 out of every ten students never repair something wasted even their belongs such as cars and mobiles. Asking the teachers showed that the teachers themselves have no information about manufacturing so how can we ask them to teach the students when they need a teachers!. These information shows that students needs guidance to learn anything not just manufacturing but there are no guiders because parents and teachers needs to learn about the importance of manufacturing and this was a result of not dealing with this problem when they were students and keeping ignoring it since their time as students. So students don’t know enough information about manufacturing because they are not guided to do that as a result student can’t react with out guidance.
2.Present state /desired state: Discussion: This doesn’t work because enough is kind ambiguous and doesn’t determine the information students should get about manufacturing. Discussion: This is match and shows that students needs to be educated about the manufacturing before they get start Engineering studies.
3.Dunker Diagram: Ok if students don’t know enough about manufacturing. Students know enough about manufacturing. Parents encouragement Course in manufacturing Convince them manufacturing is unimportant. Put them in their suitable positions First year engineering course. A high school course about manufacturing. Enlighten parents of manufacturing. Sections in engineering unrelated to manufacturing. Search for another faculty for them. After doing this diagram we found out that the problem is in the house, school and university.
4.Statement/Restatement: Current problem statement: Students do not know enough about manufacturing. Trigger 3: How can we make students know nothing about manufacturing? (By answering this question we found out the reasons for the low level of knowledge about manufacturing in the students.) Trigger 4: Students don’t have an enough knowledge about manufacturing for engineering. (This change opens new thoughts. Why isn’t engineering requirements are not known and announced for students.) Trigger 5: The problem statement implies that we obviously want the students to know about manufacturing because it is needed in a lot of engineering fields. Thus, if the engineering faculty could add to the first year Engineering program a course like IE201, which the student should study an artifact and develop it, the students would get a lot of information about manufacturing. Maybe not! Maybe they don't want to/need to learn about manufacturing . Trigger 6: Students' information of manufacturing = k * Number of manufacturing courses.
The problem definitions we came up with after using the three techniques: 1.Parents and teachers don’t know about the importance of manufacturing. 2.The negative way the community looks at the people who works in manufacturing. 3.There are no teaching about the manufacturing at schools. 4.The students can’t act without guidance. 5.Students gets into engineering without knowing what it really means and requires.
Discussion We hope that we have done our work completely without any mistakes. This assignment was really helpful to develop our problem definition skills although it was really hard because it was our first time defining a real life problem. We have discovered that not knowing about such a big part of our lives which is manufacturing and we hope that we wouldn’t repeat the same mistakes with our children as ours did.
Introduction This is the work we have done in L-3b assignment which is about generating ideas for artifacts to apply what we have learnt about this step in the concept session. I hope we will be able to demonstrate comprehension level of learning about the second step of heuristic.
After we have defined the problem in the previous assignment we • are now to generate ideas about the artifact we are going to study • and develop and these are the steps we have followed: • First for our first task about the possible artifacts, each member • of the team has generated 20 possible artifacts. • Then we used Boggle method to exclude the similarities between • our artifacts. • Multi voting was the method to choose our top 10 artifacts. • Then for our second task about the constraints, we brainstormed • constraints and we used Osborn checklist at brain drizzling stage. • Also we brainstormed our desires and used random stimulation to • increase our desires and we used multi voting to choose our • top 4 desires.
As you can see from the table 51 artifact from 100 artifact after using boggle method but we need to minimize the number to 10 possible artifacts so it’s time for using multi voting system. we have divided the total left by 3 to get the number of votes for each member and the result was 17 votes for each member and here is how we did the multi voting.
The Best Artifacts • Sensor. • Scooter. • Receiver. • Car stereo. • Wheel chair. • Toy helicopter. • Robot. • A.C. • Toy car. • Desk chair.
The Must • At the brain storming stage we reached to several musts: • The artifact can be dissected into at least ten pieces. • The price should not exceed 2000 S.R • No chemical involved. • Easy to fix. • Easy to move. • It can be developed. • Shouldn’t cause any damages to people. • It is safe for the members to use and develop. • It is not kind of any weapon. • It should be used daily.
The Wants • We brainstormed our wants and the result was: • Cheap. • Electrical. • Modern. • Easy to develop. • Easy to open. • Big pieces. • Easy to prove it to the instructor.
Here we reached to the brain drizzling stage so we have decided to use random stimulation and we used the table in the book to choose one of the words randomly: Nice Nice shape Office It can be used at the office. High High quality stuff. • So the result were: • Cheap. • Electrical. • Modern. • Easy to develop. • Easy to open. • Big pieces. • Easy to prove it to the instructor. • Nice shape. • can be used at the office. • High quality stuff.
And we used multi voting to choose our top desires. • Our top 6 desires: • Cheap. • Electrical. • Easy to open. • Easy to develop. • Big pieces. • Easy to prove it to the instructor.
Discussion We hope we generated the ideas in a proper way to be ready to gothe third step of the heuristic. In this meeting we were more comfortable together because we know each other well and were viewed our work many times to make sure we have done ourwork in a good way to show to our instructor that we are developingour problem solving skills.
Context This is the third part of L3 assignment, L3-C. In this part we will decide the course of action by using the techniques in chapter 5 of Fogler and LeBlanc book. We hope we will demonstrate a high level of understanding for this step of the heuristic.
KTDA Table After we used KTDA Table we get four alternative solution from nine.
Adverse Consequences: • Toy Helicopter: • Toy car:
As you can see from the results above the toy helicopter is the best choice because it has gotten a less number than the toy car, so after using the techniques in chapter 5, our artifact will be the toy helicopter. And now we will estimate the cost of our top 2 artifacts.
Cost estimation • Toy helicopter:
Discussion After these studies we finally settled to one artifact which is the toy helicopter. We hope we have done the work in the right way and we really have chosen the best artifact because if not we are going to face a lot of blocks in the next assignments. We also wish that we showed how our team is working and the level of learning we have reached to through the concept sessions.
Work Agenda: 1.K.T SA table.(Table 1) 2.Gantt chart.(Figure 2) 3.Artifact Parts. 4.Details about each part.
Context This is the work for the fourth part of L3 assignment, L3-D. Here we will use the fourth step of the heuristic, implementation, we will use the techniques represented in chapter 6 of Fogler and LeBlanc book such as K.T situation analysis table, Gantt Chart and we will show the parts of our artifact after dissection process with some explanation about each part work.
The Body This is the first and one of the important parts because it is the first thing any one will see in the artifact, it is a ring shaped as you see in figure 1 and it is made of poly-foam material that’s why it is called poly-foam ring. The reason behind this poly-foam ring is to protect the artifact from crashing and to give it an attractive and extraordinary shape for the costumers.
The Propellers These are the four propellers used for flying the toy helicopter and it is very important for the artifact. As you can see form figure there are two kinds of propellers, one is clockwise propellers for pitching and anti-clockwise for rolling. It is made from plastic to be light for the artifact and each one is placed in the four rings .
The Motor This is the motor used to move the gears to rotate the propellers and there is a small gear at the top of it which is attached to the POM gear. This piece is heavier than the previous pieces because it does a huge part in the flying process and as you can see from figure 8 it is made of metal. There are 4 motors, one in each ring.
Rechargeable Battery Pack This is the rechargeable battery placed at the bottom of the artifact with a wire to connect it with the artifact by the electrical board and it is held by a case in. As you can see from figure , it is colored so any one can easily recognize it.
The Transparent Cover This is the cover for the main board control and all the important pieces that the artifact wouldn’t work without it. It is transparent so anyone can see inside it and as you can see in figure made of strong plastic so it can protect the pieces and would not be heavy for the helicopter to take it.
Battery Case This is the case to hold the battery. It is easy to attach to the artifact because of the special place for it in the artifact. As you can see from the figure it is designed to fit the battery and it is open so the battery is shown and the weight is less.
POM Gears These are the gears used to make the propellers rotates because it is attached to the motor in figure 8 that makes the gear rotate and the propellers rotate because it is placed at the top of the gear. As you can see from figure it is white to recognize it from the other pieces because when we install the propellers we need to put them on the top of the gears and it is made of light plastic to maintain the lightness for the toy helicopter.
Shafts with E-ring This is the shafts that holds the motor with its house and the POM gears together. It is made form metal and shaped as you can see form figure with the E-ring that attaches its ends to the pieces.
The Antenna This is the antenna for transferring the orders from the transmitter to the crystals for rolling and pitching. As you can see from figure it is really thin with a very light weight and it is made of metal.
Rubber Stand This is the stands for the motor house that the shafts is attached with to hold all the parts together. As you can see from the figure it is small and made from rubber. There are four stands, one in each ring.
The Crystal This is very small and sensitive parts and it is used to receive the orders from the transmitter by the antenna. It is located under the gyro and the transparent cover and it is connected to the antenna by the electrical circle. It is as you can see in figure really thin , small and has two poles to insert it into the electric board to receive the signals from the transmitter through the electric board.
