Project 4.3.1 – Virtual Design Challenge Purpose Where did the food come from that made up your breakfast this morning? Was it grown, picked, processed, packaged, and sold to you by the same person? Was the vehicle that brought you to school today designed and manufactured by a team of people that went to work in the same building, took their lunch breaks together, and communicated with each other using the same language? Being able to see and talk with your teammates is usually an ideal situation, but technological systems rely on the expertise of individuals that are scattered across the world. For years, engineers have worked in virtual teams to develop solutions to problems. As communication tools, such as email, become integrated into cultural practices, so too does the practice of working in virtual teams. A virtual team is made up of people that rely primarily or exclusively on electronic forms of communication to work together to accomplish a goal. Up until this point, you have worked in teams that use face-to-face contact as the primary means of communication. There are inherent benefits to this. Teams that exist under one roof have the ability to converse spontaneously when generating ideas, and often read each other’s body language to identify and thwart conflicts before they occur. Teams that rely on face-to-face contact often socialize with each other, and build personal bonds of friendship that result in a level of trust that is critical to tackling responsibilities that are beyond the capability of one individual. In order to develop a greater understanding of what it is like to function as an engineer in the 21 st century, Project Lead The Way, Inc. Copyright 2007 IED – Unit 4 – Lesson 4.3 – Project 4.3.1 – Virtual Design Challenge – Page 1
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Project 4.3.1 – Virtual Design ChallengePurpose
Where did the food come from that made up your breakfast this morning? Was it grown, picked, processed, packaged, and sold to you by the same person? Was the vehicle that brought you to school today designed and manufactured by a team of people that went to work in the same building, took their lunch breaks together, and communicated with each other using the same language?
Being able to see and talk with your teammates is usually an ideal situation, but technological systems rely on the expertise of individuals that are scattered across the world. For years, engineers have worked in virtual teams to develop solutions to problems. As communication tools, such as email, become integrated into cultural practices, so too does the practice of working in virtual teams.
A virtual team is made up of people that rely primarily or exclusively on electronic forms of communication to work together to accomplish a goal. Up until this point, you have worked in teams that use face-to-face contact as the primary means of communication. There are inherent benefits to this. Teams that exist under one roof have the ability to converse spontaneously when generating ideas, and often read each other’s body language to identify and thwart conflicts before they occur. Teams that rely on face-to-face contact often socialize with each other, and build personal bonds of friendship that result in a level of trust that is critical to tackling responsibilities that are beyond the capability of one individual. In order to develop a greater understanding of what it is like to function as an engineer in the 21st century, engineering students must be willing to step outside of their comfort zone to experience teamwork through a virtual environment.
Equipment Design Project Tally Sheet Engineer’s Notebook Evaluation Periodic Self-Evaluation Periodic Teammate 10-Point Evaluation Summary Presentation Evaluation Teammate Performance Summary Engineer’s notebook Computer Solid CAD modeling program Microsoft Word Microsoft PowerPoint Printer
Scanner Digital camera Internet access Email Optional: FTP site
ProcedureIn this activity, you will be teamed up with another student who is not in your class. You will use your knowledge of design process, engineering tools, the internet, and methods other than direct face-to-face contact to communicate and work with your partner to solve a given problem.
1. Read through the list of design briefs and select two that you would be willing to focus on as a final design challenge. Record your thoughts or questions in your engineer’s notebook as you read through the design briefs. Relay your questions to your teacher, and then inform him/her of your selections.
2. Once your teacher has paired you up with a virtual teammate and informed you of your design challenge, work with your partner to establish team norms and a project timeline through Activity 4.3.2 – Team Norms.
3. Make at least one entry in your engineer’s notebook for every class period. Identify all of your research sources, and sketch all of your ideas in your engineer’s notebook. Use the Engineer’s Notebook Evaluation as a guide.
4. Use email as your primary means of communication. If you expect your teammate to respond to you, indicate this in your message. Do not assume that your partner has received your message.
5. Digitize your sketches through the use of a scanner, and send them to your partner as either email attachments or as file transfers to an FTP site.
6. Create a file folder structure within your student folder that follows the team norms that you and your partner have established. As you receive files from your teammate, save the file to your network folder according to the file revision protocols. This will be especially important with CAD and PowerPoint files.
7. Every three class days, fill out and submit a Periodic Self-Evaluation and a Periodic Teammate 10-Point Evaluation form. This is a requirement. These documents will be kept confidential, and will be stored by your instructor until the end of the project.
8. For this project, create a set of working drawings that will completely communicate the necessary information for someone to fabricate your design solution. This set of drawings will comply with the appropriate ANSI/ASME drawing standards.
a. All non-standard parts must be represented by dimensioned technical drawings, complete with notations and title blocks.
b. A multiview assembly drawing and an exploded isometric assembly complete with balloons and parts list must be included. All parts lists must
be positioned and labeled correctly. Title blocks will be included on both drawings, and positioned correctly.
9. At the conclusion of this project with your partner, create a summary PowerPoint
presentation that each of you will deliver, individually, to your classmates. This presentation is to last no more than five minutes. Use the Summary Presentation Evaluation as a guide in the development of this presentation. Use this evaluation to gage the quality of each team’s delivery of their presentation.
10.When the presentation is finished, and the final class evaluation of the visual, structural, and functional qualities of each team’s design has been conducted, fill out the Teammate Performance Summary.
Modular Coffee Shop Table Design BriefClient: Mr. Smith’s Coffee Shop
Target Consumer: University students 17-30 years old
Designer:
Problem Statement: The current lounge chair and living room-style seating areas in Mr. Smith’s Coffee Shop are too large, and cannot accommodate the growing number of patrons.
Design Statement: Design and model a modular table that will allow a greater number of patrons to be serviced at Mr. Smith’s Coffee Shop.
Constraints: 1. 2 adults minimum seating per table.
2. Modular table design must interlock for stability.
3. Maximum $200 cost per table.
4. 50 lb maximum weight limit per table.
5. Table-top surface must withstand commercial cleaning products.
6. At least 50% of the materials must come from recycled sources.
Speaker Support System Design Brief Client: Your classroom teacher
Designer:
Problem Statement: The teacher does not have sufficient space in the classroom to utilize a set of quality speakers. One speaker sits on the floor and one sits on top of a bookshelf, thus occupying space that is needed for classroom activities and storage. Also, the sound quality is poor due to the current arrangement.
Design Statement: Design a speaker support system that will allow the two speakers to be securely mounted to the classroom’s concrete block wall(s).
Constraints: 1. Design must be ready for manufacturing in 2 weeks.
2. Each speaker is 12”H x 9”W x 9”D.
3. Each speaker weighs 10 lbs.
4. The system must be able to fit in a 11”x 8.5”x 5.5” USPS Priority Mail Flat Rate Box for shipping purposes (not including the speakers).
5. The system must weigh under 20 lbs (not including the weight of the speakers).
6. Must be mechanically fastened to a concrete block wall (mechanical fasteners provided by the clients).
7. System must allow speakers to be adjusted by tilting forward/backward and panning left/right.
Problem Statement: Acme Manufacturing Co. has taken on the responsibility of drilling the finish holes in one of the components of a nutcracker device. The base component, part #1, is a casting that requires multiple drilling operations before it can be shipped off for final assembly with the other nutcracker components.
Design Statement: Design a fixture or series of fixtures to be used on a drill press that would produce the holes for the axle rod, the hole for the crusher ram, and the tapped hole for the reversible anvil.
Constraints: 1. Must work with a standard drill press.
2. Must incorporate De-Sta-Co manual clamps and precision ground dowel pins.
Bicycle Storage System Design Brief Client: Ms. Whitmore
Designer:
Problem Statement: Ms. Whitmore is a college student who uses her Mongoose XR250 mountain bike for all of her transportation needs. Her apartment complex does not provide a safe place for her to store her bike, which is currently kept in her small kitchen until she can find an alternative means.
Design Statement: Design a bicycle storage system that will allow Ms. Whitmore to safely store her bicycle inside her apartment in such a way that the bicycle is easily accessible, but does not take up space in the major living areas of her apartment.
Constraints: 1. System must not cause damage to the walls or ceiling, which would cause Ms. Whitmore to lose her $600 deposit.
Holiday Ornament Design Brief Client: Frank Lloyd Wright Foundation
Target Consumer: Frank Lloyd Wright architecture enthusiasts
Designer:
Problem Statement: The Frank Lloyd Wright Foundation wants to market and sell a holiday season ornament that is inspired by one of Frank Lloyd Wright’s architectural designs.
Design Statement: Design an ornament that emulates the style and geometry of one of Frank Lloyd Wright’s stained glass windows from the Prairie Style period.
Constraints: 1. The total area of the ornament must be no more than 12.25 in2.
Problem Statement: People who own dogs have brushes, nail clippers, leashes, collars, shampoo, toys, and other products that clutter up the floors of closets, utility rooms, and living spaces.
Design Statement: Design a dog supply organizer system that will hold the above mentioned items and organize them in such a way that they will free up floor space.
Locker Organizer Design Brief Client: School Superintendent
Target Consumer: High school students
Designer:
Problem Statement: School lockers are a mess. Students can never find a pen, pencil, or calculator, and their homework is always getting lost. Those who bring their lunch to school often find their food crushed under a sea of books and binders. Because of the clutter, it is often hard for students to close their locker doors completely.
Design Statement: Design a high school locker organization system that will neatly contain items commonly used and kept in school.
Constraints: 1. Design must fit within your school locker.
