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The Final presentation

The Final presentation

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The Final presentation

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  1. The Final presentation (CELEBRATION)

  2. Done by: • AHMAD QURASHI • MOOSA ALI ALJOULAIH • FARIS ALRAJHI • HASSAN ALBARQI • ABDULQADER AHMED • MOHAMED ALZAHRANI

  3. introduction Now it’s the time to present the entire work of assignment L3 to show the details and all work parts gathered in one presentation

  4. Assignment L3-A

  5. Context: We are doing this assignment to discuss the problem that student do not know enough about manufacturing. We use the following steps we have learned to defined the problem : Information gathering. Problem definition. Evaluation of problems.

  6. The work: • Information Gathering: • In this case we used four steps : • Collect and analyzed information and data. • Talk with people familiar with the problem. • View the problem first hand • Confirming all finding.

  7. Collect and analyzed information and data: • In this step we prepared a questionnaire. • This questionnaire have been given to: • Last year high school students(65 student). • Orientation year student in the engineering college (27 student). • It was as shown below:

  8. Asking people who are familiar with the problem : We have asked Dr. Ibrahim Alawe why do not many student have knowledge about manufacturing? He answered, this problem is coming from two reasons

  9. Doctors: • Some of them do not have knowledge about manufacturing themselves. • Or maybe they do not want to do any thing more than what in the course topics. • 2.Students: • Almost all of them preferring just to know what in the course topics. • Also their aim is just to pass the exam rather than getting knowledge's.

  10. View the problem first hand Member#1 • many student do not like to get into manufacturing. • Almost all of them did not watch any program about manufacturing. Member#2 • Students don’t care about manufacturing. • Lots of them didn’t try any manufacturing experiment.

  11. Member#3 • Teachers don’t know how to push students to have experience in manufacturing. Member#4 • some students are not officinal to deal with manufacturing. Member#5 • The promotional features are not attracting students to like manufacturing.

  12. Confirm: We confirm that all findings by using questionnaire, the team members opinions and asking prof. Ibrahim are correct.

  13. Statement / restatement process: Statement: Student don’t have knowledge about manufacturing. Restatement1: Some student don't like manufacturing. Restatement2: Almost all of them did not watch any program about manufacturing. Restatement 3: Lots of them didn’t try any manufacturing experiments.

  14. Present State Desired State technique Present State: Students do not know enough about manufacturing. Desired State: Students know more information about manufacturing. Present State:No exist a manufacturing project for the first year engineering course.Desired State:There is at least one manufacturing project for the first year engineering course. Present State:No exist a manufacturing project for the secondary students courses (before they enter to University ).Desired State:There is at least one course about a manufacturing project for the secondary students .

  15. Exploring the problem Now we are facing the problem which is: "student does not know enough about manufacturing" and we are trying to explore this problem by using "Exploring the problem" method to define that problem: • Identify available information • Learn fundamentals • Missing information • Hypotheses • More information • Define the real problem

  16. Identify available information • From the information that we could obtain from the filed we can summarize this few points: • The high school students are not care abut industrial technologies more than the fun because the nature of the youths. • K.S.A is a young industrial region, so the community has to be more educated with time. • some manufacturing companies considers the work as a secret so no body can know abut it even in general promotional ways like TV or internet. • Student all most sees the product or the device as a complex thing, so he not even thinks abut it or how it works. • The education authority does not support the subjects in school by enough information abut manufacturing topics.

  17. Missing information: • I think there is missing part in this analysis that the effect of the surroundings of the student environment and the amount or level of education of the family, because it can effect on education side of the student and his trend.

  18. More information: • Upon the information that we were gathering , it was discovered that there is a kind of attraction in some layers of students to the manufacturing technology to improve there poor knowledge.

  19. Define the real problem • Identify ways to improve the industrial (manufacturing tech) education during different stages of learning from very beginning.

  20. Evaluating the problem definition • Have all the pieces of the problem been identified? Yes all the pieces of the problem have been identified • Have all the constrains been identified? Yes all the constrains have been identified • What is missing from the problem definition? the definition does not discuss the family effect to educate the student. • What is extraneous to the problem definition? N/A • Have you challenged the assumptions and information you were given formulate the problem? YES I have challenged the assumptions and information you were given formulate the problem. • Have you distinguished fact from opinion? Yes I have.

  21. Discussion: By using problem definition for this assignment we were being able to understand and define the real problem (Students do not know enough about manufacturing) where we used the three steps : information gathering , problem definition and evaluation of problems. Once we have defined the problem we can to move forward toward the best solution by using the idea generation technique.

  22. Assignment L3-B

  23. Introduction: • This is the time to investigate a very important part of L3 assignment. We will discuss the detail of the (L3-b) part by several categories such as Idea Generation, Multi-Voting, The Musts and wants.

  24. Idea Generation: We began by brainstorming to initiate the ideas alternatives of the artifacts individually where classify that alternatives (artifacts) according to members, we can get the information as follows:

  25. By using Boggle Method: The repeated artifacts are (mobile, Microwave, Chair, lamp, Table, Oven, Camera, Telephone, TV, Glasses, curtain, Ladder, Toy car & Radio). Multi-Voting (artifacts): NO. of artifacts: 15 + 14 + 14 + 16 + 18 = 77 By using Boggle Method ( the repeated artifacts=17) so; (77-17= 60 artifacts) NO. of votes after Boggle method: (60/3 = 20 votes)

  26. The Final Artifacts : After applying Multi-Voting as showing in the table above, we got the final Artifacts as follows: • Ladder ( 6 votes) • Heater (6 votes) • Scoter (5 votes) • Computer (5 votes) • Telephone (5 votes) • fan (5 votes) • Curtain (4 votes ) • Blade (4 votes )

  27. The (Musts) : This is the (Musts) that was deducing after the brain storming from all teammates and use the Boggle Method to delete the repeated Musts: 1-The artifact must dissect into at least 10 pieces 2-Not a weapon 3-The artifact price must be less than 80 SR 4-Instructor must approve it 5-Easy to assemble and disassemble 6-we must be able to obtain the artifact that the team selects 7-It must not have a dangerous material 8-should not be pollutant for environment 9-The product not have a sensitive parts 10-Not have a poisonous material 11-use at home 12-It must have a light weight 13-The tools that will use for assembling must be cheap and small

  28. Osborn’s Checklist (Musts) The Osborn’s checklist techniques are used to generate additional alternatives that are related to those previously obtained where it is useful to help us build on one other's ideas as follows: Adapt ? ........ the major parts not have a brittle glass. Modify ? …. The artifact Price must be less than 600 SR. Magnify ? ……The product not have a sensitive parts We can be expand as (No have electronic lamellar) and also (No have complex electrical major parts). Combine ? ….. (should not be pollutant for environment) and (Not have a poisonous material) We can combine them as ( safe in use ).

  29. Multi-Voting ( Musts ): We are going to use Multi-Voting to reduce the Musts as follows: NO. of Musts =20 NO. of votes after Boggle method:(20/3=6 votes) The Final (Musts) : After applying Multi-Voting as showing in the table above, we got the final Musts as follows : The artifact must dissect into at least 10 pieces (5 votes) Not a weapon (5 votes) It must have a light weight (5 votes) The artifact price must be less than 600 SR (4 votes) Easy to assemble and disassemble (4 votes) The tools that will use for assembling must be cheap and small. ( 3 votes)

  30. The (Wants) : We states below some wants that we are selected for modifying the artifact. And we will reduce them by voting after increasing them by random simulation technique. This is the (Wants)that have been deduced after the brain storming from all teammates and use the Boggle Method to delete the repeated Wants: 1-Easy to maintain for faults 2-Easy replacing for parts 3-medium level of technology 4-Available in market 5-Non Electric equipment 6-High level of reliability 7-Easy to use 8-long life use 9-Easy to handle 10-Not have material that will affect the skin 11-Low cost 12-company warranty

  31. Random Stimulation (Wants ): As we said in the beginning we increase the list of wants using Random stimulation technique to be reached 20 points at least. We are going to use this method which the random word can be used to generate other words that can stimulate the flow of ideas as follows: Size → wide → Small parts of product. book→ read → Guide line to use product. food → market → Available spare parts for product. rigid → safe → product's parts make from plastic and aluminum materials

  32. Multi-Voting ( Wants ) : We are going to use Multi-Voting to reduce the wants to 4 Wants as follows : NO. of Wants = 20 NO. of votes after Boggle method : ( 20/3 = 6 votes ) The Final (Wants) : After applying Multi-Voting as showing in the table above, we got the final Wants as follows : Available in market (6 votes ) Small parts of product (6 votes ) Easy replacing for parts ( 5 votes ) Easy to handle ( 4 votes )

  33. Conclusion: Now we have achieved the main aim of assignment of (L3-b) which represented by generation of ideas and find out several alternatives (artifacts), also we have determine a lest of (musts) and (wants). As we did before that we have used a techniques to manage them, we used brainstorming, multi voting, Osborn's checklist and random simulation respectively. After the reduction of artifacts and wants using the multi voting technique we drowse The boundary of the musts and wants and make them limited and modified.

  34. Assignment L3-C

  35. Introduction: We are doing this assignment L3-C by using these techniques: • KTDA table • Adverse consequences table • Detailed cost for implementation process to decide which project we will chose.

  36. The work: • KTDA table: First of all, we should show the artifact, musts and wants with votes. Note that "artifacts" and "Musts" and "Wants" will be taken from the previous assignment (L3-b) that have been done before.

  37. Next is the K.T. Decision Analysis Tables as shown below, where it will show the artifact that fit with our constrains (Musts) and desires (Wants). (note: the artifact that gets the highest score will be chosen)

  38. Now the following table shows the final score for each artifact (note: from KTDA table)

  39. Adverse consequences table Adverse consequences table is a useful technique to choose the best choice out of alternatives, where the difficulties that may appear when chose any one are taking in account. In the adverse consequences table, the artifact that gets the lowest score will be chosen