ME401 Spring 2011

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Contents

[edit] Course Contact

[edit] Course Syllabus

Course syllabus:Media:2011-01-ME401-Syllabus-final.pdf‎

[edit] Prerequisites

The student must have passed with a C or better three of the four following courses: ME 306 (Machine Design), 312 (Manufacturing), 304 (Heat Transfer), and 308 (Fluids).

[edit] Special Accommodations

If special accommodations are required for the student, please see the professor so that proper arrangements may be made. If no requests are made of the instructor within the first week of the class, then it will be assumed that no accommodations are needed for the rest of the semester.

[edit] Expectations

This course, like any other engineering course, will consume a significant amount of time every week. You should anticipate spending approximately six-seven hours a week working on the design project (individually), one hour a week in team meetings, and approximately one-two hours a week on individual writing assignments. This is approximately eight-ten hours a week outside of class. You will be expected to conduct yourself in a professional manner at all times. This course is evaluated across many different dimensions, but “time spent” is not one of them. My objective is to prepare you for success in both the capstone design course (ME 402) and in your professional career as an engineer.

[edit] Textbooks

Dieter, G., Schmidt, L., (2009), Engineering Design, McGraw-Hill Higher Education, Boston, MA, ISBN: 978-0-07-283703-2.

[edit] References

See the Library Reserves.

[edit] Reports

All executive summaries and reports are to be submitted following the report templates that are posted on the course website (http://www.clemson.edu/ces/cedar).

  • Papers are due at the beginning of class. Late submissions will be accepted with 10% deduction for each day.
  • Papers are to be submitted in hard copy.
  • All documents should be organized to support professional communication. They will be evaluated with respect to:
    • Presentation (organization, clarity of writing)
    • Content (frame of reference, breadth of discussion, depth of discussion)
    • Analysis (critique, conclusions)
  • Ethical behavior and professional standards are expected in this class. All work submitted is to be that of the individual student unless cooperative effort is authorized in specific instances. The College of Engineering and Science Honor Code will be observed. Refer to your student handbook regarding University policies on academic dishonesty. Any copying, plagiarism, or other unethical behavior will be referred to the appropriate authorities and a failing grade will be earned by the offending student.

[edit] Computer Usage

Word processing, spreadsheet, Internet, and mathematical computation utilities will be used by the students throughout the course.

[edit] Weighting for Grade

CH Description Weighting
C Case Analysis and Tool Assignments 30%
R Project Presentation (Written and Oral) 20%
T Project People (Teamwork) 10%
A Project Product (Artifact) 15%
D Project Process (Intermediate Deliverables) 20%
P Class Participation 15%
Total 100%

[edit] Learning Design Tools

Learning design tools will be required weekly throughout the semester. A challenge in learning about new design tools is the process of internalizing many different tools. To support this, we will explore numerous tools for different aspects of the design process and you will evaluate the tools applicability to the assigned design project and to the assigned senior design project (past ME 402) that you will evaluate in terms of reporting. These learning essays should include a brief description of the tools, a critique on which worked well in your project (and why), and a critique as to whether the tools may have worked well on the ME 402 projects. A specific template will be provided. Case Analysis Discussions will be held every two weeks for approximately 30 minutes. These discussion periods are opportunities for students to share their findings on their case analyses (what former senior design reports and projects were well done and what were limitations). Individuals will be randomly asked to share their thoughts, so all students should be prepared to make contributions to the discussion. Five different past design projects will be provided to each student to support their learning essays. The objective of these case studies are to provide rapidly different design “experiences” for the students, exemplars of both good and bad design reporting, and to challenge the students in a deeper analysis and critique of the design tools and stages of the design process.

[edit] Project (Presentation, People, Product, Process)

A single project will be assigned for development throughout the semester. This project has been solicited from outside of Clemson University and will provide students with a challenge that is of social interest. Furthermore, the course instructor will not serve as the primary customer of the end product, but an outside interested party will act as the customer. The project will be evaluated against four basic aspects: presentation, people, product, and process with different relative weights.

  • Presentation: The reporting on the project should be professional (clear, concise, and correct) and should be structured appropriately. Elements of reporting will include: weekly executive summaries, mini-reports, bi-weekly design reviews, final design report, and final poster presentation. It should be noted that an engineer is only as good as (s)he is a communicator.
  • People: Peer evaluations will be critical in evaluating the team and individual performance. Teamwork will be monitored throughout the project with expectations that each member be able to identify a specific deliverable for which they are primarily responsible.
  • Product: The final solution will be evaluated from a technical and economic viewpoint. Without a strong final product, the team will be considered a failure. The solution should be well justified through supporting documentation and analysis.
  • Process: The design process will be evaluated based on the appropriate application of design tools and whether or not the design team would be able to successfully apply the process to a different design problem. An important learning outcome from this course is the realization that engineering design is not accidental, but can be controlled to yield higher quality solutions than random happenstance.

[edit] Class Participation and Assignments

Individual assignments will be given throughout the semester that will be used to gage the students’ learning and understanding of the design process. Class participation will be used to evaluate students’ contributions to the discussion aspects of the class. The course’s success is highly dependent on fully engaged learners, and as such participation will be incorporated into the students’ grades.

[edit] The Engineer's Creed

As a Profession Engineer, I dedicate my professional knowledge and skill to the advancement and betterment of human welfare. I pledge:

  • to give the utmost of performance
  • to participate in none but honest enterprise
  • to live and work according to the laws of man and the highest standards of professional conduct
  • to place service before profit, the honor and standing of the profession before personal advantage, and the public welfare above all other considerations

In humility and with need for Divine Guidance, I make this pledge.

[edit] Engineering Ethics (The Canons)

  • Engineers shall hold paramount the safety, health, and welfare of the public in the performance of their professional duties.
  • Engineers shall perform services only in areas of their competence.
  • Engineers shall continue their professional development throughout their careers, and should provide opportunities for the professional and ethical development of engineers under their supervision.
  • Engineers shall act in professional matters for each employer or client as faithful agents or trustees, and shall avoid conflicts of interest or the appearance of conflicts of interest.
  • Engineers shall build their professional reputation on the merit of their services and shall not compete unfairly with others.
  • Engineers shall associate only with reputable persons or organizations.
  • Engineers shall issue public statements only in an objective and truthful manner.
  • Engineers shall consider environmental impact in the performance of their professional duties.

[edit] Academic Integrity

As members of the Clemson University community, we have inherited Thomas Green Clemson’s vision of this institution as a ‘high seminary of learning.’ Fundamental to this vision is a mutual commitment to truthfulness, honor, and responsibility, without which we cannot earn the trust and respect of others. Furthermore, we recognize that academic dishonesty detracts from the value of a Clemson degree. Therefore, we shall not tolerate lying, cheating, or stealing in any form. In instances where academic standards may have been compromised, Clemson University has a responsibility to respond appropriately and expeditiously to charges of violations of academic integrity.

[edit] Tentative Schedule

This schedule is subject to change. Students are responsible for being aware of such changes.

Lecture Topic Reading Assign Due
1 Introduction, Product Realization Process (large) Chapter 1 A1
2 Design Process and Explanation of Case Analysis Chapter 2 C1,C2,C3 A1
3 Problem Definition Chapter 3 P1
4 Problem Definition C1
5 Problem Definition Chapter 4 P2
6 Project Management (QFD) Notes on Teamwork Notes on Teamwork A2
7 Project Management Lecture #1 ,#2ES#1ES#2 P3
8 MS Word - Tricks of the trade A2
9 Function Modeling lecture notes P4
10 Idea Generation Chapter 5, 6 C3
11 Concept Evaluation
12 Embodiment
13 Embodiment Chapter 7
14 Embodiment Chapter 8,9
15 Embodiment
16 Budget and Economic Analysis Chapter 10, 13
17 Budget and Economic Analysis Chapter 16
18 Prototyping Chapter 18
19 Design for Assembly
20 Ethics and legal issues

[edit] Design Tools

[edit] Sample Projects

[edit] Background Slides

Last Name First Name E-mail Background
Cogliano Joseph jcoglia@g.clemson.edu Cogliano
Sink Kyle ksink@clemson.edu Sink
Sistare Rebecca rsistar@g.clemson.edu Sistare
Gunning Sean sgunnin@g.clemson.edu Gunning
DeJong John jdejong@clemson.edu DeJong
Shelleman Eric eshelle@g.clemson.edu Shelleman
Walsh Nicholas NWALSH@CLEMSON.EDU Walsh
Carpenter Bryan bdcarpe@clemson.edu Carpenter
Smith Phillip pmsmith@g.clemson.edu Smith
Schellinger Daniel dschell.com@clemson.edu Schellinger
Yeomans Geoff gyeoman@clemson.edu Yeomans
Brown Vincent vjbrown@g.clemson.edu Brown
Shockley Josh jshockl@clemson.edu Shockley
Shorts Cristina cristis@clemson.edu Shorts
Quandt Michael mquandt@clemson.edu Quandt
Minton Michael MMinton@Clemson.edu Minton
Hamilton Seth schamil@clemson.edu Hamilton
Stamatopoulos Milto sstamat@clemson.edu Stamatopoulos
Dejonckheere Kevin kdejonc@g.clemson.edu Dejonckheere
Tynan Dan DTYNAN@CLEMSON.EDU Tynan
Yarbro Taylor WYARBRO@CLEMSON.EDU Yarbro
Richards Jeremy jricha5@g.clemson.edu Richards
Kreske Christian ckreske@g.clemson.edu Kreske
Wilson Chris cwilso3@clemson.edu Wilson
Smith Austin austin6@clemson.edu Smith
McGovern Andrew Armcgov@clemson.edu McGovern
Jones Jason jpjones@clemson.edu Jones
Sunde Jonathan jsunde@g.clemson.edu Sunde
Ihme John jnihme@gmail.com Ihme
Fairey Chapman jccfairey@gmail.com Fairey
Fenton Teal tfenton@g.clemson.edu Fenton
Glenn Deon deong@g.clemson.edu Glenn
Tisdale Matthew matisda@clemson.edu Tisdale
Jaworski Max max.jaworski@gmail.com Jaworski
Retrieved from "http://www.clemson.edu/ces/cedar/ME401_Spring_2011"
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