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.