Briefing on MEEM4900―Senior Capstone Design―p g

for Mechanical Engineering Juniors

18 April, 5-7 p.m. Room 111, MEEM Bldg., MTURoom 111, MEEM Bldg., MTU

AGENDA1. Edward Lumsdaine: Overview, purpose/goals

and requirements for MEEM 49002. Bill Endres: Project Specifics3. 15-minute break4. Monika Lumsdaine: The benefits of the HBDI

for design, teamwork, communication, and project assignmentproject assignment

5. Marlene Lappeus: Web communications (WebCt)(WebCt)

6. Bob DeJonge: Design projects7 Q&A and close7. Q&A and close

Edward Lumsdaine, Instructor,Exploring the Course Context

1. The purpose and benefits of this meeting2. The “big picture” and goals of capstone

design3. Communication, information flow, and

quality work in capstone design4. Specific steps for you to take this summer

to prepare for MEEM 4900

Why This Meeting?• The capstone design course is changing, and

we found that students needed to have advance information so the teams can start on theirinformation so the teams can start on their projects without delays in September.Each speaker will address a key topic to• Each speaker will address a key topic to prepare you for a course that is “different” —it is truly a bridge between analytical classroomis truly a bridge between analytical classroom learning and team-based work in industry.

• The course does not only teach about designThe course does not only teach about design tools but also makes the underlying thinking modes explicit for making good decisions to g gachieve a “best” design solution.

“We are seeing a lot of graduates who have specific skills and o a e spec c s s a d

interview well in technical interviews, but what we rarely see is the ability tobut what we rarely see is the ability to use the right-hand side of the brain—

creativity and working in a team.”

Wayne C. Johnson, VP, Hewlett-Packard

Skills for a Global Economy

In a survey on “How Should Colleges P St d t t S d i T d ’Prepare Students to Succeed in Today’s Global Economy,” 305 executives from

i th t l t l t 25 lcompanies that employ at least 25 people were asked what they looked for in a job

did t Th t th h icandidate. The top three choices were:Teamwork skillsCritical thinking and analytic reasoningOral and written communicationOral and written communication

Benefit

At the end of the first semester, one team d th l f th hexpressed the value of the new approach

as:

“W ld h h d h d ith“We would have charged ahead with our first idea, but then we were ‘forced’ to use the creative problem solving process.the creative problem solving process.

We now see that our final design solution is far superior to what we would have accomplished with our initial concept and limited range of thinking modes.”

Course ObjectivesCourse Objectives

• Meet the ABET criteria (see ASEE paper)Meet the ABET criteria (see ASEE paper)• Prepare students to compete successfully in

the global marketplacethe global marketplace• Thoroughly teach the contextual design

process—this includes creativity, teamworkprocess this includes creativity, teamwork and effective communication

• Enable students to meet the sponsorEnable students to meet the sponsor requirements

Definition of Design

Engineering design is the communicationf t f ti l d i iof a set of rational decisions

obtained with creative problem solving for accomplishing certain stated objectivesfor accomplishing certain stated objectives

within prescribed constraints.

It is an iterative, not a linear single-solution process involving creativity, developing alternative concepts, and using a matrix

th d f ti l d i i kimethod for optimal decision making.

Twelve Steps to Quality by DesignTwelve Steps to Quality by Design

Steps 7-12p

Step 6 – Plan design processStep 5 – Analyze problem & context

Step 4 – Identify design specsStep 4 Identify design specsStep 3 – Identify user needsStep 2 – Identify constraints

Step 1 Identify forces driving designStep 1 – Identify forces driving design

Twelve Steps to Quality by DesignTwelve Steps to Quality by Design

Step 12 – Communicate resultsp

Step 11 – Evaluate/review designStep 10 – Testing; production design

Step 9 – Tolerance level designStep 9 Tolerance level designStep 8 – Parametric/system level designStep 7 – Develop concepts/best options

Steps 1 6Steps 1 – 6

Creative Problem Solving Steps and MindsetsSuperimposed on the Herrmann Modelp p

ENGINEERA D3. Creative Idea Evaluation

A D

1. Problem Definition2. Idea

Generation4. Idea

Judgment

DETECTIVE EXPLORER ARTISTJUDGE

5. Solution Implementation

CPRODUCER

p

B C© 2005 Herrmann International

Mindsets: EXPLORER and DETECTIVE

Problem Analysis Stage: Design Steps 1-6

DP-1Project

Concept

DP-2Design

Constraints

DP-4Design

Objectives

DP-3User

N d

DP-5Project

AnalysisConcept Statement

ConstraintsQuant. Terms

Objectives w/Targets

NeedsWeights

Analysis Statement

DP 6

DP-6A

DP-6Project

Plan

DP 6B

Review byInstructors

AdvisorSponsorsDesign Project ProposalDP-6B

Executive Summary

D i

Sponsors

Revisions by

DP-6COral Team Presentation

Design Evaluation

Plan

Design Team

Approval bySponsors

ReferencesSponsors

Advance to Step 7

TextbookCreative Problem Solving and Engineering Design 2Engineering Design 2by E. Lumsdaine, M. Lumsdaine, J.W. Shelnutt and G.E. Dieter, M G Hill 800McGraw-Hill, 800 pages

TO DO WELL IN THE COURSE, YOU MUST READ THE BOOK

The book contains templates (for project planning and economic analysis) as well asplanning and economic analysis) as well as formats for all required design documents.

Additional Resource: ASEE 2007 PaperAdditional Resource: ASEE 2007 Paper

• This paper will be posted on WebCt.p p p• It gives you an overview about the entire

course, as well as an advance view of the ,information flowing through the project documentation (see 4 charts in Appendix).

• The required verbal, written, and graphic communication and documents associated with the twelve steps of the design processwith the twelve steps of the design process are listed in Table 2.

Requirement: Quality Work

Although your design project will be your priority homework will occasionally bepriority, homework will occasionally be assigned to guide your thinking and give you practice with special tools.

Homework will not have “just one right answer”—you will learn how to find the “best” answer among several good choices“best” answer among several good choices.

The course will require maturity, as well as creativity and good teamwork You will notcreativity and good teamwork. You will not get a passing grade without producing quality work as an individual and as a team.

Summer Preparation: Writing Skills

• Review two or three technical publications (and your engineering textbooks) for formal writingyour engineering textbooks) for formal writing style. Also note how figures/tables are placed and captioned.pwww.mech.utah.edu/~rusmeeha/references/Writing.pdfhttp://writing.colostate.edu/guides/documents/ce-trpt/pop4b.cfm

• Review a basic book on writing and what common mistakes to avoid in grammar andcommon mistakes to avoid in grammar and spelling. Example: The Elements of Style by Strunk and WhiteExample: The Elements of Style by Strunk and White

Summer Preparation: Word Processing• Engineers spend 20-25% of their time writing, so

learn to do it well—it will also help your team in MEEM 4900.

• Learn to use grammar and spell check (especially in your e mail); explore how to use word processingyour e-mail); explore how to use word processing style templates and the header and bullet functions.

• Learn to write a business letter in an acceptable pformat.

• There is a direct correlation between size of b l d j b ti th l tvocabulary and job promotion; thus learn to use a

thesaurus and use a dictionary to find the meaning of unfamiliar words.

Examples of Spelling Mistakes in Design Reports

PRINCIPAL = main PRINCIPLE = ruleTHERE (where?) THEIR (whose?) CRITERION (one) CRITERIA (several; needs

plural verb form)BRAKE (for stopping) BREAK (interruption,BRAKE (for stopping) BREAK (interruption,

destruction)THAN (compared to) THEN (next, consequently)HERE (location) HEAR ( hat o do ith ears)HERE (location) HEAR (what you do with ears)PREFORMED (done in PERFORMED (carried out,

preparation) completed)

AQUEDUCT is not a substitute for ADEQUATEBe careful when using spell-check that you select the g p yword with the correct meaning!

Summer Preparation: AdventureSummer Preparation: Adventure

In addition to honing your writing skills thisIn addition to honing your writing skills this summer (and frequently checking WebCt), you have one more assignment:

Practice an attitude of exploration funPractice an attitude of exploration, fun and adventure with learning about new subjects outside your chosen fieldsubjects outside your chosen field.

What you will be learning in this course ill h b d l iwill go much beyond learning engineering design tools.

It will help you to unlock your creativity d i t l killand interpersonal skills

(areas not usually encouraged in our t diti l h l t )traditional school systems).

Now please give your careful attention to the next presentation by Dr. Bill Endres,

Professor of Mechanical EngineeringProfessor of Mechanical Engineering

Bill Endres, Co-chair–Capstone Design Cmte, p gProject Specifics

1. Project Formatj

2. Roles/Expectations

3. Incremental Reporting

4 Logistics and Scheduling4. Logistics and Scheduling

5. Grading

Project FormatProject Format• The project component is your test-bed.

d d l bl hi h– an open-ended, real problem on which you can exercise the engineering tools of previous classes

– yet, guided by a framework that embodies the yet, gu ded by a a e o t at e bod es t edesign process being taught in lecture

• The outcome is real.– not a “paper-project”; you deliver a prototype!– includes fabrication, testing, refinement, testing,

d d liand delivery

• This is your first job……not your last class.

Roles/Expectations — Commercial AnalogyRoles/Expectations Commercial Analogy

• Team (you) —A Project Team

• Advisor• Advisor —The Project Manager

• Design Committee —Management/Executive Teamg

• Sponsor —The Customer

Roles/Expectations — TeamRoles/Expectations Team• Commercial Analogy — A Project Team

K R l• Key Roles– work source — as the ones who perform the work

required to complete the projectrequired to complete the project– communicator — effectively communicate

progress and questions to the advisor & sponsor

• Some Key Expectations– proactively seek guidance as needed from advisor p y g

and other technical sources– be on time for meetings, especially with sponsor– maintain a complete, legible, legal design journal

Roles/Expectations — AdvisorRoles/Expectations Advisor• Commercial Analogy — The Project Manager

K R l• Key Roles– facilitator — both technical (in area of expertise)

and administrative (direction to the right person)and administrative (direction to the right person)– pace-keeper — to assure the team sets and

achieves appropriate timing for milestones/tasks

• Some Key Expectations– provide timely response to well thought-out p y p g

requests from the team for assistance– provide freedom to operate while maintaining a

boundary on direction to avoid wasted effortboundary on direction to avoid wasted effort

Roles/Expectations — Design CommitteeRoles/Expectations Design Committee• Commercial Analogy — Mgt/Executive Team

K R l• Key Roles– business development — secure projects– program management — day-to-day & long-term

• Some Key Expectations– provide continuously improved management,

communication and reporting tools and processes to team and advisorp

– respond in a timely manner to day-to-day team and program issues

– coordinate program-level planning & scheduling

Roles/Expectations — SponsorRoles/Expectations Sponsor• Commercial Analogy — The Customer

K R l• Key Roles– end-user — seeks a product to fulfill a need/want– customer — often the provider to the end-users

• Some Key Expectations– provide timely information when requested from

the teamprovide regular communication such as– provide regular communication, such as weekly/bio-weekly teleconference, with the team

– provide feedback/assessment regarding progress and how well expectations are being met

Incremental Reporting (1/3)Incremental Reporting• Efficiency (Not Laziness) for All Parties

MS W d t l t ill b id d ith ti– MS Word templates will be provided with sections headings indicating the content to include

– recycling and updating/enhancementecyc g a d updat g/e a ce e t

• General Reporting Guidelines– the customer (sponsor) is the audiencethe customer (sponsor) is the audience– written reporting specifics

• the executive summary — not an afterthought!y g• acknowledgements — you are not in this alone• all have a page limit at specified font, spacing, margins

di i d b t t b “i dditi t ”• appendices are required, but must be “in addition to…”

Incremental Reporting (2/3)Incremental Reporting• Report Sequence [written pages + oral report minutes]

D i P bl A l i B i fi D t [3]– Design Problem Analysis Briefing Document [3]– Design Project Proposal [4 + 3]

Mid term Progress Report [9 + 8]– Mid-term Progress Report [9 + 8]– Final Progress Report — Term-II Continuation

Proposal [20 + 15 (5 poster + 10 Q&A)]p [ ( p )]

• Term-II Continuation– The team must pass the final design review gateThe team must pass the final design review gate

(continuation proposal) to continue into 4910.– Also, an individual must pass the course to

ti ith th t i 4910continue with the team in 4910.

Incremental Reporting (3/3)Incremental Reporting

• Other Modes of Documentation & ReportingOther Modes of Documentation & Reporting– weekly activity reports (WARs)

weekly meetings with advisor– weekly meetings with advisor– (likely) weekly or bi-weekly meetings with sponsor

design journal– design journal

Scheduling and LogisticsWeek Day Due Date Who* ResponsibilityTime

13 Thu Apr 19, 2007 10:00 AM - 3:00 PM S Observe and evaluate four (4) ME 4910 posters at Design Expo

13 Fri Apr 20, 2007 12:00 PM T Submit to WECN, via online submission site, a poster file for printing

14 Mon Apr 23, 2007 12:00 PM T Deliver to the advisor, a hardcopy via MEEM main office or e-copy via email (per advisor policy), final report draft for grading and critical feedback

14 Tue Apr 24 2007 8:00 AM 5:00 PM S Attend and evaluate four (4) ME 4910 presentations during Senior Design Day14 Tue Apr 24, 2007 8:00 AM - 5:00 PM S Attend and evaluate four (4) ME 4910 presentations during Senior Design Day

14 Thu Apr 26, 2007 12:00 PM A Deliver to the team leader, via hardcopy to MEEM main office or e-copy via email, report with feedback

14 Thu Apr 26, 2007 1:00 PM - 5:00 PM T Pickup from MEEM main office staff a hardcopy of report with feedback

14 Fri Apr 27, 2007 10:00 AM O Send reminder to review panelists to pick up reports after 5:00 pm

14 Fri Apr 27, 2007 5:00 PM T Deliver to the MEEM main office five hard copies of final report that has been edited to improve presentation of existing content

14 Fri Apr 27, 2007 5:00 PM P Begin pickup, from MEEM office, final reports assigned for review

15 Mon Apr 30, 2007 12:00 PM O Pickup posters and deliver to mounting area

Mount printed poster with board and materials provided and guidance from MEEM15 Tue May 01, 2007 5:00 PM T Mount printed poster with board and materials provided and guidance from MEEM staff

15 Wed May 02, 2007 10:00 AM P Complete review of final reports assigned for review

15 Wed May 02, 2007 1:00 PM - 3:00 PM T/P 15-minute panel review session; 5-minute poster presentation plus 10 minutes of Q&A

15 Thu May 03 2007 10:00 AM - 12:00 PM T/P 15-minute panel review session; 5-minute poster presentation plus 10 minutes of 15 Thu May 03, 2007 10:00 AM 12:00 PM T/P Q&A

15 Fri May 04, 2007 5:00 PM C Deliver to the team leader and advisor, via email, concerns to be addressed to permit project continuation

15 Sat May 05, 2007 5:00 PM T Deliver to the Design Committee Chair, via email, a point-by-point plan (< 1 pg) to address the concerns, identifying tasks assigned to individual team members

19 Tue May 29, 2007 5:00 PM T Deliver to the Design Committee Chair, via email, a point-by-point response to (and remedy of) concernsy )

19 Thu May 31, 2007 5:00 PM C Design committee to review responses to concerns and make go/no-go recommendation to instructor

19 Fri Jun 01, 2007 5:00 PM C Deliver to the team leader and advisor, via email, the course instructor's final grade based on the Design Committee's go/no-go recommendation

* A = Advisor, C = Design Committee, L = Team Leader, O = Office Staff, P = Review Panelist, S = Individual Student, T = Team

GradingGrading• Reports

itt– written• 50% written presentation; 50% technical content• advisor scores draft (75%) and final (25%) on eachad so sco es d a t ( 5%) a d a ( 5%) o eac• sponsor provides qualitative assessment on each• review panel scores final progress report

– review panel — oral/Q&A continuation recom.

• Instructor documents total grade earned– lecture-related assignments, quizzes, exams, etc.– average scores of written and oral reports– recommendation from final review panel