Topic: Devices to Improve

Learning/Teaching; Ground Maintenance; Transportation; 3rd World/Rural/Disaster Necessities

Professor: John Collier

Monday, Wednesday, Friday - 10:00-11:05am
X-hour Thursday 12:00-12:50pm
Spanos Auditorium, Cummings Hall

Fall 2011

Course Objectives

  1. Identify a social need, determine the magnitude of the problem and quantify the specifications for a solution that includes technical, ethical, environmental, legal, and other requirements.
  2. Use engineering problem solving methods to generate a set of alternative solutions, use the matrix system to select the alternative that appears most viable, and then design a component, system, or process to implement the alternative.
  3. Apply science and mathematics to describe the problem, analyze potential solutions and evaluate the final design.
  4. Design and conduct experiments to assess the viability of a proposed solution; analyze and interpret the resulting data.
  5. Use modern engineering tools (e.g., SolidWorks) in the design process.
  6. Work effectively on a multidisciplinary team and negotiate group dynamics.
  7. Evaluate and appropriately act upon ethical issues that influence the engineering process.
  8. Communicate effectively through written and verbal reports and improve your oral presentation skills.
  9. Begin the practice of life-long learning through an analysis of new technology.

To fulfill these objectives you will be working in a group on a term-long design project. The specific field of the project changes each time the course is taught. The scenario for the course is that a fictional foundation, The Dartmouth College Educational Foundation (DCEF), has sent out a request for proposals to which each student team will respond. This year the DCEF has identified Improved Efficiency as the area within which it would like to encourage proposals for projects.

The RFP (request for proposal) follows:

DCEF is looking to fund projects which seek to advance the state-of-the-art of devices and processes in areas that significantly influence the quality of life. There are four topics for you to choose from this year:

  1. Devices to improve learning and teaching
  2. Developing community-friendly small equipment used for grounds maintenance
  3. New vehicles for local, single occupant transportation
  4. Simple and inexpensive systems for necessities in rural and third world homes

There are many aspects of each of these challenges that are worthy of effort. A brief description of each follows:

  1. Devices to improve learning and teaching:
    Learning a new language, how to play a musical instrument, how to sew or cook or swim are all common skills that might benefit by improved equipment. There are lots of other areas that may have received less attention but are fertile grounds for your study. These might include devices that make learning new skills more fun, entertaining, quicker, safer or less expensive. Areas for application of these skills might include, but not be limited to: sports, recreation, driving, lifesaving etc.
  2. Developing community-friendly small equipment used for grounds maintenance:
    It has become common to hear lawn mowers, leaf blowers, chainsaws, trimmers, snow blowers and other grounds maintenance equipment year-round and at any hour of the day. The noise, dust and distraction that the use of these devices generates is disruptive to all within range. The vibration, danger, fumes and fuel use especially impact the users who are often homeowners as well as professionals. Improvements in efficiency, safety, noise reduction and function would all be valuable improvements.
  3. New vehicles for local, single occupant transportation:
    The Segway was the first of a series of recent developments of small, quiet, efficient vehicles that were made feasible by new developments in batteries, electronics and electric motors. Developing even smaller, lighter, less complex, cheaper and more user-friendly transportation devices is a worthwhile effort which could make better use of resources, roads and parking areas. Human-powered, electric or alternative energy powered designs are all worthy of consideration.
  4. Simple and inexpensive systems for the necessities of life in rural and third world homes and emergency situations:
    The development of novel or improved devices for generating electricity far from the grid or in areas that have lost power due to storm damage is an increasingly important challenge. Providing clean water, sanitary and cooking facilities and protection from weather are all key necessities. Wind, water, geothermal and solar are all potential sources of energy that might be used to power lights, cooking equipment, refrigeration and other systems in the home. Efficiency, effectiveness, portability, cost and ease of maintenance are all areas of existing technology that would benefit from improvements.

The Task:

Your challenge is to find a problem and then to invent a solution that is designed to improve upon the current technology for a well-defined group. You may focus on children, families, the elderly, athletes or any other group. You are expected to meet and interview the group you have selected and, through interaction with them, develop both the problem and the specifications for a functional solution. By the end of the term you will have developed and tested an original prototype that demonstrates the function, effectiveness and efficiency of your approach.

Note for all projects:
It is very strongly recommended that the problem you identify has local impact so that your customer/consumer is readily available to provide input and specifications, and that a group of them can be drawn together to provide specifications and feedback and to test your prototypes.

While the final prototype may utilize computer programs developed by the team; a program alone will not be a satisfactory project; the goal is to produce a device.

Deliverables

Each group will be expected to:

  1. Select a problem in one of the four fields listed above (learning/teaching, grounds maintenance, transportation, rural power generation).
  2. Determine the magnitude of the problem and identify potential consumers.
  3. Determine the specifications associated with a satisfactory solution.
  4. Generate a set of potential alternative approaches.
  5. Select an approach.

During the term, you will also be expected to:

  1. Develop a prototype.
  2. Test the prototype.
  3. Develop a venture proposal.
  4. Present the prototype and venture proposal to the Review Board.

The DCEF has brought together a Review Board to assess and evaluate your efforts. The Review Board will meet three times to evaluate and critique group presentations during the term. These presentations are: the proposal, a mid-term progress report, and your final presentation. The course director will grade your written work for each of these reports. In addition there are two informal discussions and interactions. The first is an opportunity to share project ideas and get feedback before the formal proposal. The second is a design review which occurs prior to the final report. The schedule for the reports and presentations follows:

October 3, Monday
Intriguing concepts and great ideas

October 5, Wednesday
Intriguing concepts and great ideas

October 10, Monday
One Page executive summary due via email to Ms. Ellen Wirta (Ellen.K.Wirta@Dartmouth.edu) by noon
3 copies of written Proposal Reports due in Room 119 at noon (2 copies bound and 1 copy stapled and 3-hole punch) (10 pg. maximum plus appendices)
No Class!

October 11, Tuesday
Oral Presentations of Proposal

October 12, Wednesday
Oral Presentations of Proposal

October 24, Monday - noon
One Page executive summary of Progress Report
Email to Ms. Ellen Wirta (Ellen.K.Wirta@Dartmouth.edu)

October 26, Wednesday
Oral Presentations of Progress Report

October 27, Thursday
Oral Presentations of Progress Report
3 copies of written Progress Reports due in Room 119 at noon (2 copies bound and 1 copy stapled and 3-hole punch) (10 pg. maximum plus appendices)

November 9, Wednesday
Design Review and interactive feedback in Couch Project Lab

November 11, Friday
Design Review and interactive feedback in Couch Project Lab

November 28, Monday
Final Oral Presentations

November 29, Tuesday
Final Oral Presentations
3 copies of written Final Reports due in Room 119 at noon (2 copies bound and 1 copy stapled and 3-hole punch) (25 pg. maximum plus appendices)

November 30, Wednesday
Demonstrations of final prototypes

Note: all reports due at noon in room 119 unless otherwise stated!

Good luck! We look forward to your proposals.

DCEF REVIEW BOARD MEMBERS

Professor John Collier, Course Director
Mr. Kevin Baron, Machine Shop Supervisor, Thayer School of Engineering
Mr. John Currier, Research Engineer, Thayer School of Engineering
Mr. Douglas Fraser, Research Engineer, Thayer School of Engineering
Ms. Meagan Tibbo, Research Laboratory Manager, Thayer School of Engineering
Mrs. Carrie Fraser, Assistant Dean, Thayer School of Engineering
Professor Peter Robbie, Thayer School of Engineering

Professor Collier is available in Room 119G to answer questions on organization, presentation, content, etc., daily throughout the duration of the course. He will also be available Monday and Wednesday evenings in the Couch Lab beginning at 7pm.

You should avail yourself of the resources of the course (listed under Support Services) and also meet with the course consultants (Mr. Kevin Baron, Mr. Doug Fraser, and Prof. Chris Levey) during the term.

HONOR PRINCIPLE

You will be working in a team throughout this course. You need to ensure that the written works reflect only the efforts of your team and that you reference all sources using the methods described in the Dartmouth booklet 'Sources, Their Use, and Acknowledgment,' which can be found online at www.dartmouth.edu/~writing/sources/. A copy of the booklet is also available at Ms. Ellen Wirta's desk.

TEAM GRADING

The project grading will be by team, not individual. The weight of grading of the four project segments of the course is as follows:

  1. Proposal = 15%
  2. Progress Report I = 15%
  3. Progress Report II = 15%
  4. Final Report = 50%
  5. Individual participation = 5%

The proposal, progress report I, and the final report grades are based equally on oral and written work. The progress report II is an informal oral presentation and discussion that will be held in the Couch Lab; there is no written component. The grading of the individual participation is described in the following section.

INDIVIDUAL GRADING

The majority of students will receive the same grade as the team grade. Two factors may result in an individual receiving a grade higher or lower than the team grade. For a student to earn a higher grade the student must have fulfilled all of the individual tasks shown below. Second, the students must be identified by both their teammates and TA as having put in more effort than the average of the team. If both criteria are fulfilled the student may earn a grade one increment higher than his/her team grade. In unusual circumstances an individual who was lazy or counterproductive or negligent may earn a grade lower than the team either by assessment by both their teammates and TA or by failing to fulfill the individual tasks shown below.

  • Class attendance and participation
  • Participation in weekly skills sessions
  • Participation in group meetings
  • Useful critique of at least one other group's proposal and progress report

TEAM NOTEBOOK

Each team will be given a notebook to keep the daily progress of the group effort. This log will be the basis for discussion of both group and individual performance at one of the weekly meetings with the student advisors. The goal of the notebook is to permit the group to document the development of its intellectual property IP; to that end, any novel development should be witnessed and signed off on by the TA.

TEACHING ASSISTANT (TAs)

Each team will have a TA. These are carefully selected students who have taken ES-21 and demonstrated skill and enthusiasm. The TAs will be available to provide advice, and will train you in a wide range of skills including CAD, machining, model making, material testing, sensor use, etc. Each team is required to meet with their TA at least twice per week and, ideally, more frequently. The TA will be expected to sign the group workbook each week. They will also be tracking expenses. In addition, the TAs will help you to prepare your oral presentations and will review them with you afterwards. The TAs will read your written reports and provide you with a critique and recommendations. The TAs will be assessing your performance as individuals each week at the weekly laboratory meetings.

WEEKLY MEETINGS

Each team will meet with their TA once a week at a set time, typically in the evening; a discussion of team and individual performance will be led by the TA. This meeting is mandatory and participation and attendance are noted; meeting more often as the term and project progress is strongly recommended.

ORAL PRESENTATIONS

You will need to use your own laptop for the oral presentations throughout the term. The Thayer laptops used in the presentation rooms may not have all of the application software needed to adequately display your presentation. Please note it is always a good idea to have a backup computer available in case a problem arises before or during the oral presentations. Also, please print out handouts from your Powerpoint presentations, 6 slides to a page, for each of the review board members. Please feel free to contact Ms. Ellen Wirta beforehand with questions.

LABORATORY SESSIONS AND SKILL DEVELOPMENT

Successful project completion requires the fabrication and testing of at least one prototype. Often multiple prototypes are useful in developing the final product. The final prototype is expected to be fully functional, aesthetically pleasing, and tested to provide data on performance. To ensure that all members of the team can contribute to the fabrication and testing, a series of weekly laboratory sessions will provide one-on-one, hands-on training of all students in: handtools, powertools, machine shop equipment including lathes and mills, soldering, wire wrapping, materials testing and sensor circuit development (temperature, pressure, sound, moisture, strain, etc.). The timing of these two-hour sessions is the prime criterion for group selection and the same time slot will carry through the term. Your staff advisor will hold those sessions with your TA facilitating.

Additional Important Notes:

  • Use of laptops during class is discouraged, notes for each session are provided and interaction in class is encouraged.
  • Cell phones should be turned off.
  • This is an interactive course so participation/attendance is rewarded.
  • Critique of your peers' oral presentations is an important component of the course.
  • This is a hands-on course and the goal is to teach you a wide array of skills. Collaboration amongst team members is required.
  • Interaction and sharing of information and skills between groups and with staff and faculty is strongly encouraged.

WORK SPACE

MacLean 09 and 114 (the Couch Project Design Laboratory) has been assigned as the project space for this course (which will be shared with ENGS 76). This space will be staffed by the TAs for most of the time it is open during the term.

SURVEYS

It is critical to survey prospective user/consumers to learn about specifications. When you plan to do so, please contact Prof. Collier to discuss the methodology. Local schools are very sensitive to interactions with their students and permission must be obtained prior to visiting a school.

SAFETY AND TESTING

Before beginning your testing, please have Prof. Chris Levey or technical advisor staff approve your test setup.

SUPPORT SERVICES

The following members of the faculty and staff of Thayer School are available to give advice and assistance (within reason). You may save a lot of time and effort by making use of their knowledge. Their offices are all in Thayer School (Cummings Hall or MacLean).

Ms. Ellen Wirta
Administrative Assistant to Prof. Collier, Thayer School (Cummings, Room 119). All grade sheets, progress reports, final reports, and any other assignments should be handed in to her. She can direct your questions and provide copies of materials from class.

Prof. Peter Robbie
Senior Lecturer in Engineering Sciences (MacLean, Room 115). He is a product designer who focuses in creative problem solving, design for human use, and integrated design. He will play an active role in the creative side of ENGS 21, presenting some of the lectures and collaborating with design teams in the Project Design Lab. He maintains an open office policy, so feel free to stop by his office or email him with questions about your projects.

Mr. Kevin Baron, Mr. Jason Downs, Mr. Peter Fontaine, Mr. Charles Brettell
Technical Staff - Responsible for the Machine and Model-Making Shops (Cummings, Room G26). They will be responsible for training you in the use of hand tools, power tools and machine tools. They will also be helpful in suggesting the best procedures in metal and wood-working, fabricating with plastics, setting-up and operating machine shop equipment, cost estimating, etc. It is usually better to obtain materials through the machine shop rather than elsewhere on campus or commercially; this saves time and paperwork. Machine Shop hours are 8am-12pm and 1:00-4:30pm, Monday through Friday. There will also be evening and weekend hours later on in the term. Hours are posted on the machine shop website.

Computer-Aided Design
Design software facilitates the product development process in the following ways:

  1. Imposes a structured approach to the design process
  2. Promotes collaboration
  3. Provides access to computer-aided manufacturing resources
  4. Produces engineering drawings to facilitate fabrication
  5. Creates attractive graphics for use in presentations

Solidworks
Solidworks is the CAD program of choice for this course. You will be guided through a tutorial in one of your first three laboratory sessions. Additional guidance in the use of Solidworks is available from your TA and your assigned staff member. Solidworks is a popular alternative to ProE with an easier learning curve. It incorporates parametric 3D CAD with additional finite element analysis through COMSOL. Solidworks is available on the CAD lab machines, and also M210 computing lab. Info on Thayer installation.

Other course personnel and resources:

Mr. Douglas Fraser
Research Engineer (Cummings, Room 217A). He will assist you with problems in electronics, mechanical designs, and computers.

Professor Chris Levey
Director of Safety (Cummings, Room 217E). Prof. Levey is the person to see if you have any questions about the safety of any experiment or test you are developing.

*Students also need to attend Chris Levey's Safety lecture in the Spanos Auditorium on October 13*

Dr. Daniel Cullen
Manager of the Couch Project Lab (MacLean 007). Can assist you in the project lab.

Mr. Gary Durkee
Building Manager (Cummings, Room G17). He can identify space to carry out testing that cannot be done in the design laboratory.

Mr. Rene Dauphinais, Mr. Roger Dauphinais, Mr. Mike West, Mr. Dan Marchand
Electronics Technicians (MacLean, Room 25). Many pieces of standard equipment, supplies and tools can be borrowed from them. They also can suggest where an item is most likely to be available if it is necessary to purchase it commercially. They are familiar with electric/electronic equipment and supplies and can suggest which electronic test equipment is appropriate for your application.

See a database of equipment available to you.

Ms. Larissa Pyer
Administrative Assistant, Admissions (MacLean, Room 103). Check with her about the availability of rooms for group meetings at Thayer School. The Feldberg Library has six study rooms on the 3rd floor for meetings. These are available on a first-come first-served basis. Ask for keys at the circulation desk.

Mr. Kenneth Clifford
Copy room (Cummings, Room 014). Copying, faxing, and binding are done in room 14. Only one member of your group may bring in the written report for copying. If reports are due at noon, please don't plan to come in at 11:45am and expect it to be done by noon, as machines are not always available and completion of a presentable report takes time.

Ms. Debra Clifford
Accounting Office (Cummings, Room 111). All purchases must be channeled through the Accounting Office as described in Purchasing Procedure.

Mr. Terry Bonee
Development Office (Cummings, Room 206) He will be able to help put you in contact with alumni or companies who can make donations toward your project.

Purchasing Procedure

Each Group may spend up to a total of $500 on purchases of supplies and any travel that are essential for the success of the project. Your group's Teaching Assistant (TA) must approve all purchases. Any one item over $100 will need Prof. Collier's signature for approval. Thayer School will pay .40¢ per mile reimbursement and will not cover costs of meals. Prof. John Collier must approve any travel expenses. Please see Ms. Debra Clifford in the Accounting Office for purchase order forms.

Your team is expected to keep careful track of all expenses. Please elect one group member to keep track of expenses as well as e-mailing your TA each week with what you've spent. To avoid confusion, it is imperative that the following procedure be followed for all purchases. Depending upon the cost of the materials and expected source of supply, one of the following procedures will apply:

PROCUREMENT CREDIT CARD
A Dartmouth College credit card is available in the Accounting Office (Cummings, Room 111). Please do not take the credit card until you are ready to place the order. When you receive the credit card, your student ID will be required to be left until the credit card is returned. A credit card form will be given to record your purchase and must be returned with the credit card, THIS IS THE ONLY RECORD OF THE TRANSACTION. The individual cardholder is responsible for the card until it is returned. As the responsible person, you are the only one who can make purchases with the card.

REIMBURSEMENT
If you personally pay for small items for your project, you may bring ORIGINAL receipts to the Accounting Office (Cummings, Room 111) for reimbursement.

PURCHASE ORDER
If the vendor does not accept a credit card, you may be able to use a Purchase Order. This allows you to charge materials to Dartmouth College. Most companies accept purchase orders as standard purchasing procedure. To use this method you must:

  • Request a Purchase Order number from the Accounting Office. The number will be given to you on a worksheet called a "Preliminary Requisition" form.
  • Before placing the order, complete the worksheet with the required information.
  • After the order is placed, return the worksheet to the Accounting Office for processing.
  • Any packing slips, which you receive with the order, should be turned in to the Accounting Office to be kept on file.

*If you request a PO number and then decide not to use it, please return the form.

C.O.D. ORDERS
C.O.D. orders cannot be accepted. If an order arrives C.O.D. it will be rejected and returned to the vendor unless the individual who placed the order agrees to pay for it personally.

All items ordered by mail or express delivery should be sent to:

(YOUR NAME and Group #) <-- VERY IMPORTANT!
Thayer School of Engineering
Dartmouth College
8000 Cummings Hall
Hanover, NH 03755

The Accounting Office works with the Dartmouth College Purchasing Department and must follow approved procedures. Your compliance with these procedures is essential. If you have any questions, please contact Ms. Debra Clifford (6-3552).

PHOTOCOPYING

There are three required copies of written report presentations: Teaching Assistant (1 bound) and course instructor (1 bound, and 1 stapled, 3-hole punch).

Out of courtesy to Mr. Ken Clifford in the Copy Room, please make arrangements with him ahead of time for copying and binding - last minute deliveries of materials are not good practices. Then one member of the group may take the material to Mr. Ken Clifford in the copy room (Cummings, Room 14). Please ask for "Fastback" binding.

VIEWING DIGITAL RECORDINGS OF ORAL PRESENTATION

The proposals, the progress report, and final presentation will be digitally recorded. You will be emailed a link to a server to view your presentations. The TAs must watch the presentations with the groups and lead a critique with suggestions for improvement as appropriate.

GROUP MAILBOXES

Mailboxes for each group will be set up in Room 119 Cummings. U.S. Mail, Campus Mail, notes from your Professor or TAs, critiques of your reports, notices about scheduling changes, etc., will be placed here. Someone from each group should be assigned to check these boxes at least once per day.

STUDENTS WITH DISABILITIES

I encourage students with disabilities, including invisible disabilities like chronic diseases, learning disabilities, and psychiatric disabilities to discuss with me after class or during my office hours appropriate accommodations that might be helpful to them.

The Academic Skills Center retains information about how professors can help students with certain disabilities, and keeps documentation on file of students with disabilities. If you have a disability that you think will impede your performance in this class, the Student Disabilities Coordinator, Nancy Pompian (643-5342) can help you assess the need for appropriate accommodations.