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Hands-On Assessment During Computer Aided Engineering Education
Linköping University, Department of Management and Engineering, Machine Design. Linköping University, The Institute of Technology.
Linköping University, Department of Management and Engineering, Machine Design. Linköping University, The Institute of Technology.
2013 (English)In: ASME 2012 International Mechanical Engineering Congress and Exposition: Volume 5, The American Society of Mechanical Engineers (ASME) , 2013, Vol. 5, 121-130 p.Conference paper (Refereed)
Abstract [en]

This contribution discusses aspects and benefits from involving physical representations when teaching engineering design and Computer Aided Engineering at Linköping University, Sweden.

The paper presents a syllabus for a comprehensive introductory CAD course. The course is populated by some 300 students on the Mechanical Engineering Master’s and Bachelor’s programs, as well as the Design and Product Development Master’s program. Assessment is made via a project where the students are assigned to model and optimize a small catapult. The catapult is then produced, using cheap materials, by the hands of the students who modeled it. Finally, the catapult is validated by entering a contest, where it is judged in respect of accuracy, weight, and cost. The catapult assignment is constructed in such a way that the students are forced to seek individual ways of applying their newly acquired knowledge of the CAD tool. Some 100 catapults are produced but the material cost for each catapult is only about €4.

The low-cost nature of the catapults originates from research conducted at the Division of Machine Design at Linköping University, where the concept of Low-cost Demonstrators for enhancement of the conceptual design phase has been developed over the past decade. The results from this research point towards several benefits from using physical representations alongside the common digital tools during the early stages of the product development process. Furthermore, evaluation of parameters such as the students’ performance and their own opinions of the course show notable enhancement compared to previous courses.

Place, publisher, year, edition, pages
The American Society of Mechanical Engineers (ASME) , 2013. Vol. 5, 121-130 p.
Keyword [en]
Demonstrator, prototype, cad, computer aided design, undergraduate, assessment, learning theory, product development
National Category
Other Mechanical Engineering Pedagogy Learning Pedagogical Work
URN: urn:nbn:se:liu:diva-85498DOI: 10.1115/IMECE2012-89349ISI: 000350070700017ISBN: 978-0-7918-4521-9OAI: diva2:570906
ASME International Mechanical Engineering Congress and Exposition, Houston, Texas, USA, November 9-15, 2012
Available from: 2012-11-23 Created: 2012-11-20 Last updated: 2016-06-03Bibliographically approved
In thesis
1. Low-Cost Demonstrators: Enhancing Product Development with the Use of Physical Representations
Open this publication in new window or tab >>Low-Cost Demonstrators: Enhancing Product Development with the Use of Physical Representations
2013 (English)Licentiate thesis, comprehensive summary (Other academic)
Abstract [en]

Ever since the early nineties and the advent of affordable and comprehensive 3D-CAD systems, companies have striven to take advantage of cost-effective Virtual Prototyping, gradually moving away from activities involving physical representations of the evolving product. There are, however, aspects of the product development process that are less suitable for virtual exploration. Thus, there are limits to what extent it is effective to rely on digital modeling of physical products. Instead, this thesis argues that a deliberate combination of physical and virtual modeling offers numerous efficiencies that deserve further investigation.

By studying and combining four domains; product development theory, traditional prototyping, computer aided engineering and learning theory, the concept of low-cost demonstrators are identified as a potential means for further enhancement of the product development process. Especially when developing products involving new and unfamiliar technologies, this approach has proven particularly relevant and beneficial. Furthermore, a low-cost demonstrator can potentially serve as a catalyst for innovation and creativity among the members of the design team operating in a CAE intense environment.

In order to verify the validity of the concept of low-cost demonstrators, several undergraduate courses at Linköping University have been studied and evaluated.

Abstract [sv]

Under första halvan av 1990-talet blev verktyg som 3D-CAD allmänt tillgängliga inom tillverkningsindustrin. I och med det påbörjades även en strävan efter effektiviseringsvinster genom att i större utsträckning utveckla virtuella prototyper istället för fysiska dito, en trend som alltjämt fortgår. Det finns dock aspekter av produktutvecklingsprocessen som blir lidande då den fysiska representationen av en produkt under utveckling uteblir. Således finns det gränser för i hur stor utsträckning digitala modeller kan bidra till effektivisering av produktutvecklingsprocessen. Den här avhandlingen argumenterar istället för en kombination av virtuella och fysiska representationer som en möjlig väg till ytterligare effektivitetsvinster.

I avhandlingen introduceras begreppet lågkostnadsdemonstrator. Genom att kombinera och studera fyra olika teoriområden - produktutvecklingsmetodik, prototypframtagning, datorstödd konstruktion samt pedagogisk teori – identifieras denna typ av demonstratorer som möjliga medel för att nå ytterligare effektivitetsvinster. Vidare visar sig lågkostnadsdemonstratorer särskilt användbara då produktutvecklingsprocessen innefattar ny och obekant teknologi. Lågkostnadsdemonstratorer kan potentiellt agera katalysator för kreativitet och innovation i datorintensiva utvecklingsmiljöer.

Till grund för utvärdering och validering av begreppet  lågkostnadsdemonstratorer ligger flera kurser i grundutbildningen vid Linköpings universitet.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2013. 63 p.
Linköping Studies in Science and Technology. Thesis, ISSN 0280-7971 ; 1563
National Category
Engineering and Technology
urn:nbn:se:liu:diva-86668 (URN)978-91-7519-727-2 (print) (ISBN)
Available from: 2012-12-20 Created: 2012-12-20 Last updated: 2014-01-17Bibliographically approved

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