scholarly journals Integrating CAD/CAE/CAM in Engineering Curricula: A Project-Based Learning Approach

2020 ◽  
Vol 10 (5) ◽  
pp. 125
Author(s):  
Fábio A. O. Fernandes ◽  
Nilo Fuchter Júnior ◽  
Anderson Daleffe ◽  
Daniel Fritzen ◽  
Ricardo J. Alves de Sousa
Keyword(s):  
Computer Aided Design ◽  
Evaluation Process ◽  
Teaching Experience ◽  
Project Based Learning ◽  
Learning Approach ◽  
Technical Success ◽  
Engineering Programs ◽  
Team Members ◽  
Quantitative Results ◽  
Aided Design

Problem-based learning (PBL) approaches are well-accepted and disseminated and have been intensively employed in several engineering programs. This article aims to present a teaching experience in which PBL was applied in one course of a mechanical engineering graduation program. The PBL approach applied is described step-by-step as well as the goals and constraints related to Computer-Aided Design, Engineering and Manufacturing (CAD/CAE/CAM) technologies employed in this particular case. The evaluation process is described, as well as the quantitative results, and also the results obtained from questionnaires answered by the students at the end of the PBL experience. Additionally, the team’s technical success in solving the proposed CAD/CAE/CAM problems was also taken into account. This PBL approach provided the students with the required autonomy to develop their argumentative skills within the team, defending their ideas, and at the same time, promoting self-criticism and ethical and impartial judgment among the other team members.

scholarly journals USE OF INFORMATION AND COMMUNICATION TECHNOLOGY TOOLS IN DISTRIBUTED PRODUCT DESIGN STUDENT TEAMS

2021 ◽  
Vol 1 ◽  
pp. 3329-3338
Author(s):  
Nikola Horvat ◽  
Niccolò Becattini ◽  
Stanko Škec
Keyword(s):  
Product Design ◽  
Information And Communication Technologies ◽  
Computer Aided Design ◽  
International Student ◽  
Project Based Learning ◽  
Team Members ◽  
Embodiment Design ◽  
Student Teams ◽  
Information And Communication ◽  
Aided Design

AbstractThis paper analyses the use of information and communication technologies (ICTs) in a distributed product design project-based learning (PBL). The paper presents the ICT use of five international student teams during three product design phases: identification of opportunities, conceptual design, embodiment design. General results show that student teams used around 30 different ICTs for both taskwork and teamwork. Students reported that they used previously known ICTs or ICTs properly introduced to them during the initial course workshop. Results also show that team members often work individually on their tasks and use various procedures to share their results. Also, teams conduct some activities synchronously, suggesting the need for teams to have a collaborative workspace. Cloud-based collaborative ICTs (e.g. whiteboard, computer-aided design, document editor, task management) showed huge potential for individual and team tasks. Hence, educators and teams should carefully consider which ICTs to implement and learn, as it might greatly impact the execution of the product design PBL course.

scholarly journals Project-based learning of advanced CAD/CAE tools in engineering education

2020 ◽  
Vol 14 (3) ◽  
pp. 1071-1083
Author(s):  
Giovanni Berselli ◽  
Pietro Bilancia ◽  
Luca Luzi
Keyword(s):  
Engineering Education ◽  
Computer Aided Design ◽  
Integrated Design ◽  
Optimal Solution ◽  
Project Based Learning ◽  
Design Environment ◽  
Mechanical Devices ◽  
Aided Design ◽  
The University

Abstract The use of integrated Computer Aided Design/Engineering (CAD/CAE) software capable of analyzing mechanical devices in a single parametric environment is becoming an industrial standard. Potential advantages over traditional enduring multi-software design routines can be outlined into time/cost reduction and easier modeling procedures. To meet industrial requirements, the engineering education is constantly revising the courses programs to include the training of modern advanced virtual prototyping technologies. Within this scenario, the present work describes the CAD/CAE project-based learning (PjBL) activity developed at the University of Genova as a part of course named Design of Automatic Machines, taught at the second level degree in mechanical engineering. The PjBL activity provides a detailed overview of an integrated design environment (i.e. PTC Creo). The students, divided into small work groups, interactively gain experience with the tool via the solution of an industrial design problem, provided by an engineer from industry. The considered case study consists of an automatic pushing device implemented in a commercial machine. Starting from a sub-optimal solution, the students, supervised by the lecturers, solve a series of sequential design steps involving both motion and structural analysis. The paper describes each design phase and summarizes the numerical outputs. At last, the results of the PjBL activity are presented and commented by considering the opinions of all the parties involved.

scholarly journals Working Away

2014 ◽  
Vol 136 (01) ◽  
pp. 40-43 ◽  
Author(s):  
Jean Thilmany
Keyword(s):  
Mobile Applications ◽  
Computer Aided Design ◽  
Shop Floor ◽  
Design Work ◽  
Team Members ◽  
The Road ◽  
Access Information ◽  
On The Road ◽  
Aided Design ◽  
Personal Devices

This article discusses the evolving trend of mobile applications and their increasing use by engineers. With the help of mobile applications for smartphone and tablet, engineers are discovering innovative ways to work that don’t have them tied to their desks. Apps allow engineers to bring drawings with them while on the road, to collaborate with other engineers, and to access information on the shop floor or in the field. Due to the very nature of the mobile platform on which they sit, applications can’t be used at every job. Their adoption depends on the type of work, the work environment, and employees’ attitude. If enough employees do have their own personal devices, there are apps that let employers update employees on the shop floor or in the field. Many engineers use mobile applications to collaborate with their design-team members or to show others, like customers or suppliers, how a product will look or will function. Engineers can also share computer-aided design drawings, design work, spec sheets, and the like through the technology.

scholarly journals Analysis of Engineering Accreditation Process and Outcomes: Lessons Learned for Successful First Time Application

2020 ◽  
Vol 19 (9) ◽  
pp. 281-300
Author(s):  
Tahar Ayadat ◽  
Andi Asiz
Keyword(s):  
Computer Aided Design ◽  
The United States ◽  
Accreditation Process ◽  
Lessons Learned ◽  
Engineering Programs ◽  
Engineering Program ◽  
Senior Design ◽  
Program Compliance ◽  
Aided Design ◽  
First Time

The aims of the paper are to share and analyze engineering accreditation experience starting from the preparation through the outcome, and to discuss lessons learned particularly for first-time applicants. Securing accreditation from a well-recognized international body, such as the Accreditation Board for Engineering and Technology (ABET) can indicate quality of an engineering program. To qualify for an accreditation up to six- to seven-year period, an engineering program must meet a set of accreditation standards or criteria. The article is not limited only for new engineering programs outside the United States who are willing to pursue engineering accreditation from ABET, but it is applicable for an existing accredited program who will undergo next accreditation cycle. The authors presented and analyzed detail accreditation experience for a new established Civil Engineering (CE) Program at Prince Mohammad bin Fahd University (PMU) in Saudi Arabia. Although the ABET website provides detail procedure for the accreditation steps, the detail cases experienced by the PMU CE program will enrich knowledge on how to prepare and handle successful international accreditation. The authors also discussed issues raised during the accreditation activities, including program compliance with the nine ABET criteria, and presented key lessons to prepare for a smooth accreditation process. The main significant result of the accreditation exercise about continuous improvement was summarized in term of the curriculum upgrade, including adding another semester for senior design course and offering new sustainability engineering course, and adding computer aided design course at the early semester.

Sparking a Lifelong Interest in Engineering Through a Summer Academy in Robotics

2010 ◽  
Author(s):  
Nora Ayanian ◽  
James F. Keller ◽  
Paul J. White ◽  
Vijay Kumar
Keyword(s):  
High School Students ◽  
Computer Aided Design ◽  
Project Based Learning ◽  
Main Element ◽  
School Students ◽  
12Th Grade ◽  
Hands On ◽  
Robotic Vehicle ◽  
Summer Academy ◽  
Aided Design

We have developed an intensive, three-week summer robotics program for high school students. The program requires special teaching methods since it is offered to rising 10th through 12th grade students with diverse backgrounds, and a low student/teacher ratio to ensure all students grasp the material. We use a project-based learning approach, assigning the students a series of specially tailored labs and projects designed to engage and challenge while preparing them for the main element of the program, the design of a semi-autonomous robotic vehicle whose mission emulates that of NASA’s Martian rovers. The project culminates with testing of their vehicles on an obstacle course. A series of targeted design reviews are held as the project unfolds to keep all designs on schedule. We leverage the spirit of competition to heighten the enthusiasm of the students and sustain their interest through the long-hours required to design and build a successful robot. The students get hands-on experience with mechanism design, electronics, computer-aided-design and manufacturing, and microprocessor programming, and are engaged in discussions on applications of robotics in both academia and industry to provide a “grounding” of the material.

scholarly journals The Influence of Collaborative Information Technology Tool Usage on NPD

2019 ◽  
Vol 1 (1) ◽  
pp. 219-228
Author(s):  
Tucker Marion ◽  
Sebastian Fixson
Keyword(s):  
Information Technology ◽  
New Product Development ◽  
Computer Aided Design ◽  
Substantial Impact ◽  
Deep Dive ◽  
Team Members ◽  
Actual Use ◽  
Established Firms ◽  
Technology Tool ◽  
Aided Design

AbstractInformation Technology (IT) and the process of new product development (NPD) have become completely intertwined. From computer-aided-design (CAD) to video conferencing to traditional tools like email, the act of design, iterating and communicating with team members is touched at every point in the process by IT. Over the last ten years, new, collaborative information technology (CIT) has entered into the NPD process to make the activity of communication and team information sharing easier, more frequent, and distributed. What is not known is how these tools are influencing the design process itself. This research uses a longitudinal multi-method, ethnographic approach to deep dive into actual use cases. Our results indicate that CIT can have a substantial impact on NPD, but does not automatically alleviate traditional problems during NPD. We also find that the propagation of tools via new firms startups has developed a single tool per task paradigm, which is counter to the development of complex platforms offered by established firms. These single use tools are easily adopted but also easily discarded by development teams.

Design and Engineering Training in Engineering Graphics: Past, Present, Future

2015 ◽  
Vol 3 (3) ◽  
pp. 47-57 ◽  
Author(s):  
Абросимов ◽  
Sergey Abrosimov ◽  
Тихонов-Бугров ◽  
Dmitriy Tikhonov-Bugrov
Keyword(s):  
Computer Aided Design ◽  
Project Based Learning ◽  
Educational Process ◽  
Past Century ◽  
Basic Training ◽  
Engineering Graphics ◽  
Russian Higher Education ◽  
Training Examples ◽  
Level Of Motivation ◽  
Aided Design

The article shows that Russian higher education in part of graphic disciplines has been using technologies presently capable to provide necessary competencies (knowledge) since the Несколько лет назад всех людей, которым не без- различно отечественное образование, потрясли две цитаты из речей руководителя Министерства обра- зования. В одной говорилось о том, что ошибкой отечественного образования являлось стремление воспитать человека-творца, а надо бы – квалифици- рованного потребителя. Во второй – о том, что выс- шая математика убивает креативность. К счастью, в документах, посвященных модерни- зации отечественного образования в настоящее время, как среднего, так и высшего, признается, в частности, необходимость решения важной задачи – обеспечить выработку устойчивой рефлексии обучаемых через создание условий для формирования опыта самосто- ятельного решения познавательных, коммуникатив- ных, организационных, нравственных и иных проблем. Многие специалисты считают, что именно ком- петентностная модель способна привести в соответ- ствие профессиональное образование с потребно- стями рынка, нуждающегося в компетентном и кре- ативном работнике. К одной из самых эффективных технологий об- учения относят проектное обучение, или метод про- ектов. Наш опыт преподавания инженерной графи- ки убеждает в том, что ничего принципиально но- вого здесь нет. Уже довольно много лет назад учебный процесс в отечественной высшей школе (мы говорим о преподавании инженерной графики) в ряде техни- ческих вузов отвечал большинству тех требований, которые предъявляются в настоящее время. В Военмехе, например, по согласованию с факультетами подби- ралась соответствующая элементная база (образцы техники и чертежная документация), а на занятиях делался акцент на проектно-конструкторские осо- бенности изделий, элементы творчества. end of the past century. This article describes tasks with elements of constructing built on the element bases of corresponding faculties that assisted in search and education of people with creative potential. The author notes difficulties of preservation and development of design and engineering approach to training due to the transition to two-level training and sharp reduction in class hours. Decline in students’ basic training is stated, its causes are analyzed. It is noted that in the current situation (weak basic training, per capita funding, and low level of motivation) university teachers face the responsibility to develop student´s discipline of mind, discipline of character, discipline of work, which used to be Soviet schoolteachers’ task. It is shown that the elements of project-based learning should be introduced at the earliest stage of engineering drawing training. Examples of tasks are provided. The article proposes a number of organizational and methodological measures, which, according to the authors, will help save the engineering design approach to learning. The role of computing and software as a vital tool is displayed in the courses of: Engineering Graphics; Basics of computer-aided design; Introduction to CAD. Historical development of this tool is followed to date. The conclusion about the need to build the educational process as a system of parallel projects going through the entire training period is made.

Developing a Project-Based CALL Environment with Technical Communication in an Exploratory 3D Printing Context

2017 ◽  
Vol 7 (2) ◽  
pp. 75-101 ◽  
Author(s):  
Debopriyo Roy
Keyword(s):  
3D Printing ◽  
Learning Environment ◽  
Language Learning ◽  
Computer Aided Design ◽  
Technical Communication ◽  
Technical Writing ◽  
Implementation Strategies ◽  
Content Management ◽  
Project Based Learning ◽  
Aided Design

Involving EFL students in 3D printing in a language classroom introduces the idea of project-based CALL, where different technology interfaces engage students in complex technical writing activities and social interactions in a fluid language-learning environment. This paper took an instructional approach to explaining how project-based CALL environment could be created with 3D printing based practices, combining technical communication with systems thinking, online research, 3D scanning, computer-aided design, sketch boarding and concept mapping, prototyping, and digital content management. Class performance in this collaborative, autonomous and social language-learning environment suggested that students were able to produce technical writing, prepare documentation, demonstrated critical thinking and brainstorming, and develop design and implementation strategies while handling 3D printing-enabled processes. Results and patterns of student engagement with technology indicated that project-based learning (PBL) approach in TC classroom is engaging, unique, realistic and feasible.

Interdisciplinary and Consistent Use of a 3D CAD Model for CAx Education in Engineering Studies

2016 ◽  
Author(s):  
Andreas Faath ◽  
Reiner Anderl
Keyword(s):  
Computer Aided Design ◽  
Mechanical Engineering ◽  
Project Based Learning ◽  
Cad Model ◽  
Process Chain ◽  
3D Cad ◽  
Engineering Studies ◽  
Process Chains ◽  
Computer Aided ◽  
Aided Design

Computer Aided Design (CAD) represents one of the key lectures in the studies of mechanical and process engineering as well as several other engineering disciplines. Furthermore Computer Aided x (CAx) systems are firmly established in the product development process. A new concept of teaching for engineering studies at the Technical University of Darmstadt (TU Darmstadt) derived by project based learning is introduced using CAx process chains i.e. the CAD-Multi Body Simulation (MBS) process chain. For the first time in engineering degree a 3D CAD model is consistently used by different process chains in multiple lectures and exercises during the whole engineering study. The early integration of this 3D CAD model in the second semester lays a foundation for its usage in further lectures, courses, projects and theses. Due to the fact, that this 3D CAD model embodies a university groups’ race car, students are able to deepen their knowledge within the university group “TU Darmstadt Racing Team e.V. (DART)”. Therefore, synergies between private and student activities are promoted, e.g. students acquire knowledge about automotive engineering. Besides the virtual implementation and validation, concepts can use the prototype for implementation and validation. The suitability of the 3D CAD model for CAD education in engineering studies especially the modelling and assembling of parts and assemblies is validated by the coached exercise of the course “Computer Aided Design”. The design education of students with mechanical engineering orientated fields of studies is held as a mandatory course in the second semester of mechanical engineering degrees at TU Darmstadt since 1995 and is solely taught with modern 3D CAD Systems. The MBS process chain is validated by several projects and theses using the McNeil Swendler Corp. (MSC) Software Automated Dynamic Analysis of Mechanical Systems (ADAMS) Car. Students run MBS by using the 3D CAD model. Besides driving maneuvers, stamp tests are simulated. In this context the entire MBS process chain is passed. The 3D CAD model serves as a basis for structures, geometry and the representation of kinematic chains, guided by the 3D CAD models geometry.

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