This paper presents a continuation of projects spanning the last two years. In year one, the physical characteristics and medical effects of burns and Improvised Explosive Device, IED, blasts were investigated [1]. In year two, the possible use of commercial intumescent materials with fabric was studied [2]. The identified needs for research into the effect of undergarments on burn protection are focused in this study. Additionally, Thermal Protective Performance, TPP-(ISO 17492) and Air Permeability, AP-(ASTM D737) tests were performed to gather the data needed for the analysis of flame and thermal resistance as well as comfort and breathability. Out of the seven samples evaluated, the Sample D, composed of 94% m-aramid, 5 % p-aramid and 1% static dissipative fiber, shirt had the best overall performance in terms of air permeability, average TPP rating, and time to second degree burn. Another finding was that polyester undershirts may be dangerous in the event of a flash fire situation because the fabric could melt and stick to the Soldier's skin causing more severe burn injury. Additionally, an initial framework for a basic mathematical model representing the system was created. This model can be further refined to yield more accurate results and eventually be used to help predict the material properties required in fabrics to design a more protective undergarment.Public reporting burden for the collection of information is estimated to average 1 hour per response, including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to Washington Headquarters Services, Directorate for Information Operations and Reports, 1215 Jefferson Davis Highway, Suite 1204, Arlington VA 22202-4302. Respondents should be aware that notwithstanding any other provision of law, no person shall be subject to a penalty for failing to comply with a collection of information if it

Design is a social process. This commonly held concept in the design community is widely supported by research literature. Most universities utilize student teams when teaching the design process to replicate professional practice and provide a structure around which students learn the subject matter. However, a commonly encountered problem with design group formation in an academic environment is the decision by the instructor on how to form the teams. Should students be allowed to choose their own groups, or should instructors assign the teams directly? If groups are assigned, how should the students be divided among the teams? This project seeks to provide insight into these questions. ME450, a course which provides a capstone design experience to senior non-engineering majors at the U.S. Military Academy at West Point, is structured around three team-based engineering design projects, or EDPs. Student design teams for these EDPs consist of three to four individuals who work toward the common goal of applying the engineering design process to designing and constructing prototypes for competition against the other teams in the course. To study the results of group formation, student design teams for ME450 were instructorassigned in half of the sections and self-selected in the others. Prior to the first lesson of the course, all students were required to take the Jung Typology Test ™ based on Carl Jung and Isabel Myers-Briggs typological approach to personality. In those sections with instructorassigned groups, teams were assembled based on the results of this test with the goal being to place students into groups with varying personality types. This study seeks to provide insight into the following questions: • Are there any significant differences in student performance between instructor-assigned and self-selected design groups? Which groups produce better products? • Do individuals of the same or differing personality types come together in the selfselected sections? • Are students more satisfied with one or the other type of group formation? • Which groups tend to work best together with the least amount of personal conflicts? This paper provides a qualitative assessment of the effectiveness of these two group formation methodologies through the use of student grades, course performance, an assessment of the quality of team products and prototypes, surveys, interviews with students, and course-end student feedback. The results of this assessment should be useful to any program that uses student teams to teach engineering.

A competitive water wheel design assignment has recently been revised for use as the culminating project for the Manufacturing and Machine Component Design course at the United States Military Academy (West Point). The project integrates material from other engineering courses and uses the skills and machining techniques from the current course. Previously, the project proved to be anticlimactic, relegated to the corner of a lab at the end of course, and had mixed reviews from instructors and students alike. A concerted effort was made to improve the project to maximize its potential. The most dramatic change was made possible through the use of a mobile test stand constructed to allow two water wheels to test simultaneously as the focus and challenge for the final phase of the course. The mobile test stand enhances the students' learning and performance with the design project. As a stand-alone, portable unit, the mobile test stand can be moved to different rooms or auditoriums allowing more students to observe the employment of their devices. Use of the stand allows the students to directly observe the outcomes of their design decisions as gear teeth shear, shafts deflect, and fasteners fail while each turbine produces power. The side-by-side comparison also allows the students to gauge their performance against their peers in a challenging yet low threat environment. Their grades are determined by the device's performance on a predetermined scale; however, bragging rights are tied to their performance, relative to their peers. This paper illustrates some of the project details employed to enrich the course and provides a qualitative assessment of the benefits of the mobile test stand through a comparison of this year's results to previous semesters. The assessment uses student grades and performance, quality and performance of the water wheels, and course end feedback and surveys. The results of this assessment should be useful for any program seeking to implement a competitive project.

ME450, a course developed to provide a capstone design experience to non-engineering majors at the United States Military Academy at West Point, has for three years successfully presented the mechanical engineering design process to students enrolled in humanities, social sciences, life science and other non-engineering degree programs. The effectiveness of the course at inspiring this somewhat reluctant student population to get excited about applying engineering principles and problem-solving techniques is primarily due to a syllabus that is structured around three engineering design projects, or EDPs. These projects, which become progressively more complex throughout the semester, require students to take taught theory out of the classroom and apply it to the design of mechanical systems. Observations and data collected over the course of the previous three years, to include direct student feedback and an analysis of embedded learning indicators, indicates that these design projects promote effective learning in direct proportion to the level of effort that students are willing to dedicate toward their completion. Clearly, students who embrace the challenges presented to them and strive to fully understand and design innovative EDP solutions come away with a much richer learning experience than students who limit their involvement to the minimum requirements. This conclusion, while not unexpected, poses an interesting challenge: how do you structure the course in such a way that it encourages the kind of dedicated involvement that is critical for effective learning to take place? The nature of the projects presented is, of course, an extremely important contributor. The second and third EDPs are carefully designed to be uniquely relevant to student experience and interest and, for the first time, the initial EDP has been assigned as a "self-selected" design project in which the students themselves are required to focus on solving a problem of their own choosing. This novel approach has produced remarkably positive results in terms of student enthusiasm and motivation to innovate, greatly enhancing the overall quality of the introductory design experience, which is targeted at reinforcing the conceptual fundamentals of the engineering design process presented in the classroom. The second EDP, a water bottle rocket design, introduces the concept of the application of a theoretical model to predict "real-world" results, while the third and final EDP, a LEGO™ Mindstorms™ vehicle design, presents a complex technical problem design to challenge students' analytical and creative abilities. The most significant obstacle to learning in both of these technical projects is an observed tendency of students to oversimplify or fail to fully grasp the full extent of the problems presented. When this happens, students invariably develop perceptions that the engineering design process is, at best, unnecessary and, at worst, a hindrance to effective problem solving. To counteract this dynamic, the most recent evolution of ME450...