Concurrent Teaching of Engineering Design, Analysis and Manufacturing

Tavakoli, Massoud; Mariappan, Jawaharlal

doi:10.7227/ijmee.28.4.4

Cited by 16 publications

(10 citation statements)

References 8 publications

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“…Ideas should not be separated into content and process, theory and practice, or concepts and processes, but should be a seamless integration (Williams, 2000), presented as a way that helps students to understand the place and worth of those ideas in real life technological contexts. For example, Tavakoli and Mariappan (2000) linked successful student learning outcomes in an engineering course with the nature of the course, which utilised a pedagogical approach that aimed to give students an experience of a real life, engineering context. The pedagogical approach integrated seamlessly the components of engineering design, analysis and manufacturing.…”

Section: Introductionmentioning

confidence: 99%

Grappling with teaching design and technology: a beginning teacher's experiences

Stein¹,

Ginns²,

McRobbie³

2003

Research in Science & Technological Education

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This paper reports on an investigation into the first time implementation of a technology education unit of work by a beginning primary school teacher. The researchers monitored the teacher's implementation of the unit across a 6 week period using an interpretivist research approach. A variety of data sources were drawn upon including teacher and student interviews, video and audio recordings of small group and whole-class interactions, and student-developed artefacts. Providing appropriate learning activities to assist students to develop understanding about patterns and shapes incorporated into buildings and other structures to enhance strength and stability was a challenge faced by the beginning teacher. However, she drew support from a teaching resource, which provided guidance and structure for the teaching of technology concepts and processes related to strength and stability of structures and materials. The resource helped her to develop learning activities that were appropriate to the topic and to the needs of the students in her class. Implications of the study relate to the needs of teachers grappling with teaching design and technology for the first time and the support that they can gain from predetermined planning and teaching models and well-developed teaching resources.

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Section: Introductionmentioning

confidence: 99%

Grappling with teaching design and technology: a beginning teacher's experiences

Stein¹,

Ginns²,

McRobbie³

2003

Research in Science & Technological Education

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“…Despite the large number of design models in the literature, and the importance attributed to them by many academics, their adoption by industry is not widespread or always successful [12]. However, academia, too, has seen the need for modernisation, and many engineering departments have developed integrated design and manufacturing curricula in order to prepare students for the workplace, mirror industrial product development trends and address the needs of industry [13][14][15]. However, in general, design methods are taught at too high a level and do not provide adequate experience with design methods [16].…”

Section: Introductionmentioning

confidence: 99%

Team-Based Design Method Teaching Using Product Dissection and Design Metrics

Booker

2011

International Journal of Mechanical Engineering Education

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The use of design methods in industry is established as an effective way of measuring and monitoring the performance of designs from the very early stages of integrated product development. Design teaching practices in undergraduate courses would benefit from more widespread adoption of such approaches, providing the necessary experience in design method use, their subjectivity, application strategies and domains, and the importance of design metrics for justification of redesign opportunities. This paper discusses the motivations, development and delivery of a new team-based exercise in design for manufacture and assembly, aimed at first-year mechanical engineering students, and facilitated by product dissection and the use of design methods. Selected results from the exercise are presented, together with reflections on the interaction and engagement of the students with the exercise and the design method.

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“…At the University of Bristol, we feel it is essential for mechanical engineering students to know, at the early stages of their study, how these complex technologies can be used and integrated in product design [4]. Consequently, the Design and Manufacture courses in years 1 and 2 were reviewed and novel approaches introduced, taking on board good practice [5][6][7][8][9][10][11][12].…”

Section: Introductionmentioning

confidence: 99%

The Integrated Application of Microcontrollers in the Team-Based ‘Design and Make’ Project

Alemzadeh

Wishart

Booker

2007

International Journal of Mechanical Engineering Education

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This paper describes a mechatronics-based project which is part of the first-year Design and Manufacture course in the Department of Mechanical Engineering at the University of Bristol. The project introduces students to the use of novel and integrated microcontrollers as part of a complete product development cycle. The project involves the design and manufacture of a microcontroller-based vending machine in an active learning environment. This is a team-based project carried out over two terms; it lasts 60 hours, spread over seven weeks in the spring term and a one-week ***post-examination build phase in the summer term. Many of the engineering principles learned are applied in order to conceive, detail, cost, plan and build a vending machine to a product design specification, mirroring industrial product development. The nature of the project allows students to learn about the interface of sensors and actuators through the use of a recently adopted microcontroller package.

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Concurrent Teaching of Engineering Design, Analysis and Manufacturing

Cited by 16 publications

References 8 publications

Grappling with teaching design and technology: a beginning teacher's experiences

Grappling with teaching design and technology: a beginning teacher's experiences

Team-Based Design Method Teaching Using Product Dissection and Design Metrics

The Integrated Application of Microcontrollers in the Team-Based ‘Design and Make’ Project

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