AE-ME 1001 Resources

IDE 1010 Resources

• • AENG-MENG 1001 Syllabus (Fall 2020). In addition, this course honors the campus-wide syllabus statements as follows:

  • Academic Honesty/Integrity

  • Disability Accommodations

  • Title IX

    • Fall 2020 - Statement on Face Masks

    • Fall 2020 - In-Class Attendance and Participation

• Class Handouts

  • All Classroom Lectures are Posted here, typically on Thursday.

  • Week 1: Functional modeling (see General Resources, above)

  • Week 2: Play Pumps (see above) and/or Design Thinking Lesson 1 & 2

• Internal Grading Site (Calendar, Gradesheet) - Login Required

  • • AENG-MENG 1001-36 (Tuesday AM)

    • AENG-MENG 1001-37 (Thursday AM)

    • AENG-MENG 1001-38 (Tuesday PM)

• Design Thinking (Lead Developer: Dr. Condoor) - SLU Login Required

  • • Lesson 1: Introduction to Design Thinking

    • Presentation Charts

      • Lesson 1 Video including 3 Activities to Bring to Class

    • Lesson 2: Painstorming and Gainstorming

    • Presentation Charts

      • Lesson 2 Video including the Backpack Assignment

    • Lesson 3: Jobs to be Done and JTBD Worksheet

    • Lesson 4: Concept Clustering

    • Lesson 5: SCAMPER

    • Lesson 6: Six Hats

    • Lesson 7: Concept Evaluation (don't worry about the VisionSpring example)

    • Lesson 8: Prototyping

Assignments

• Play Pump Assignment. See "Play Pumps" section, above

• Section 36 (AENG): Due in class 9/1;

• Section 36 (MENG): not yet assigned ;

• Section 37 (all): Due in class 9/3;

• Section 38 (all): Due in class 9/1

• Block Diagram Assignment

• Section 36 (AENG): Due in class 8/25;

• Section 36 (MENG): Due in class 9/1;

• Section 37 (all): Due in class 8/27;

• Section 38 (all): Due in class 8/25

• Start with the same design task (sweeping out the garage). You will use the functional modeling method. Keep your old drawing, but make a new one.

  • 1. Using the provided syntax, draw the functional diagram, showing input and output relations between the action blocks. Your block diagram must have at least three elements and at least three connections.

    2. Some things to think about:

    3. a) what is your goal (yellow oval)? Is it to push dirt, to collect dirt, to have a clean floor or something else? How you write your goal will affect everything else in your design.

    4. b) What is the role of dirt/clutter in your task? Is it the goal (yellow oval)? Is it an outside/environment element (green hexagon)? Or something else?

    5. Use the block diagram to identify two potential problems. Circle/label the problems on your block (adding environmental blocks as needed), and write 1-2 sentences to explain each.

    6. Generically speaking, potential problems will be: environmental blocks that block/slow down your task; bad behavior in the arrows (insufficient action, excessive action, undesired action); or blocks that do not contribute to the goal.

    7. Use the block diagram to identify a change/improvement that might make the system better. Circle/label the opportunity on your block (adding blocks as needed), and write 1-2 sentences to explain the opportunity for improvement.

    8. In 1-2 paragraphs, compare your original design and the functional-modeling approach. Did you make any changes in the second design? Did you discover any new challenges or opportunities? Did you learn anything new/surprising from the second approach?

Previous Assignments

• • IDE 1010 (Fall 2020) Syllabus (Fall 2020). In addition, this course honors the campus-wide syllabus statements as follows:

  • Academic Honesty/Integrity

  • Disability Accommodations

  • Title IX

    • Fall 2020 - Statement on Face Masks

    • Fall 2020 - In-Class Attendance and Participation

• Class Recordings. All classes will be recorded and available on Panopto. (SLU Login required.)

• Internal Grading Site (Calendar, Gradesheet) - Login Required

  • • IDE 1010 (Fall 2020)

Assignments

• • Spider Assignment (due in class 09/10). See "Spider" section, above.

  • Play Pump Assignment (due in class 09/03). See "Play Pumps" section, above.

  • Block Diagram Assignment (due in class 08/27). Start with the same design task (sweeping out the garage). Keep your old drawing, but make a new one. You will use the functional modeling method. (If you want a review of what we did in class, the video is here.)

    1. Using the provided syntax, draw the functional diagram, showing input and output relations between the action blocks. Your block diagram must have at least three elements and at least three connections.

    2. Some things to think about:

    3. a) what is your goal (yellow oval)? Is it to push dirt, to collect dirt, to have a clean floor or something else? How you write your goal will affect everything else in your design.

    4. b) What is the role of dirt/clutter in your task? Is it the goal (yellow oval)? Is it an outside/environment element (green hexagon)? Or something else?

    5. Use the block diagram to identify two potential problems. Circle/label the problems on your block (adding environmental blocks as needed), and write 1-2 sentences to explain each.

    6. Generically speaking, potential problems will be: environmental blocks that block/slow down your task; bad behavior in the arrows (insufficient action, excessive action, undesired action); or blocks that do not contribute to the goal.

    7. Use the block diagram to identify a change/improvement that might make the system better. Circle/label the opportunity on your block (adding blocks as needed), and write 1-2 sentences to explain the opportunity for improvement.

    8. In 1-2 paragraphs, compare your original design and the functional-modeling approach. Did you make any changes in the second design? Did you discover any new challenges or opportunities? Did you learn anything new/surprising from the second approach?

Previous Assignments

Everything below this note is from a previous semester. The assignments are still here to give you an indication of the activities you will be doing for the rest of the semester. But they are not actual assignments until they are moved above the line.

• • Parks College Engineering Promotional Videos

  • Aerospace Engineering

  • Biomedical Engineering

  • Civil Engineering

  • Computer Engineering

  • Electrical Engineering

  • Mechanical Engineering

  • Aerospace Engineering Resources

    • The American Institute for Aeronautics and Astronautics

  • Civil Engineering Resources

    • The American Society of Civil Engineers

    • What do Civil Engineers Do? (ASCE Video)

    • Engineering the Impossible (Students re-enact ancient Roman construction practices)

  • Mechanical Engineering Resources

    • The American Society of Mechanical Engineers

Everything below this note is from a previous semester. The assignments are still here to give you an indication of the activities you will be doing for the rest of the semester. But they are not actual assignments until they are moved above the line.

• Design Thinking Assignments

  • • For All Assignments. Your task is to practice the Design Thinking process for one of the problem spaces outlined here. As a team, you will draw upon the lessons from Design Thinking to prepare your work. A few things to keep in mind.

      • Try to generate (and discard) lots of ideas. Expect that your first 20 ideas won't be as good as some of your last 5.

      • Be willing to make abrupt left turns. If your team finds a new idea that is very exciting but doesn't fit your original definition, that's fine. (It's great, actually!) An expected part of the design process is to discover new opportunities. Go for it.

      • Show, don't tell. Pictures, charts, diagrams, etc. are much more useful (and informative) than acres of text. [A lesson that I need to put into practice, obviously.]

    • [50 pts] Assignment 1 (Due the week of 10/12)

    • Prepare a 10-minute design introduction. Include a visual presentation (PowerPoint or the like)

      • [2 pts] Introduce your team

      • [2 pts] Define your design area (e.g., Pet lovers who are neat freaks)

      • [15 pts] Identify 5 pains that are not addressed in this area (cite Amazon reviews or other sources)

      • [28 pts] List 7 design ideas that address one or more of the pains.

        • Use Jobs to Be Done (and our functional modeling) to define what the product must do (not how it is done).

        • Use Concept Clustering, SCAMPER, and/or 6 Hats to develop your ideas. Tell us which one(s) you used.

        • Provide a drawing/sketch of each design idea

        • Identify which pain(s) you are addressing

        • The more distinct/different the ideas are, the better. Now is the time to expand the design space, not zero in on one product.

      • [3 pts] Note that this is a LOT to do in 10 minutes. Make sure you've practiced and honed down the work to its essential.

    • [100 pts] Assignment 2 (Due the week of 11/10)

    • Prepare a 15-minute design review. This should be an improvement on last week's work, plus the new items listed below. Include a visual presentation (PowerPoint or the like)

      • [2 pts] Introduce your team

      • [3 pts] Define your product area (e.g., Pet lovers who are neat freaks)

      • [15 pts] Identify 5 pains that are not addressed in this area (cite Amazon reviews or other sources)

      • [35 pts] List 7 design ideas that address one or more of the pains.

        • Use SCAMPER, 6 Hats and/or JTBD to identify a solution. Tell us which one(s) you used

        • Provide a drawing/sketch of your design idea

        • Identify which pain(s) you are addressing

      • [21 pts] Rank your 7 ideas using the Concept Evaluation Process (see lesson 7, above)

        • Rank them in terms of feasibility

      • Rank them in terms of viability

        • Rank them in terms of desirability

      • [10 pts] Identify the 1 design idea that you want to pursue (i.e., prototype). Why did you choose it?

      • [14 pts] Again, this is a lot to fit into 15 minutes. Make sure you've practiced and focus on the essential material

    • [100 pts] Final Project (Due on the last day of class)

    • Prepare a 15-minute design review that is an improvement/expansion of your previous presentation. Include a visual presentation (PowerPoint or the like)

      • [2 pts] Introduce your team

      • [3 pts] Define your product area (e.g., Pet lovers who are neat freaks)

      • [5 pts] Summarize/review the 5 pains that you identified in this area (1 chart)

      • [15 pts] Summarize the design ideas you developed throughout this process (combine all the ideas onto 1 or 2 charts with sketches & descriptions)

        • If one or more of the design tools were used (SCAMPER, Jobs to Be Done, Concept Clustering), please note/summarize on the chart

        • Identify the ideas that were most promising. If you changed your mind during the process, indicate how/why you changed your mind.

      • [5 pts] Summarize your ranking process on 1 chart

        • Rank your 7 ideas in terms of feasibility (see lesson 6, above)

        • Rank your 7 ideas in terms of viability (ditto)

        • Rank your 7 ideas in terms of desirability (ditto)

      • [5 pts] Identify the final design (1 chart, with a more detailed sketch/description)

      • [50 pts] Test out your prototype with an external audience (someone not on your design team, and ideally not in the class). And then tell us what you learned.

        • Indicate the question(s) addressed by your prototype

        • Describe the target audience for your prototype [not for the design itself: who was going to use your prototype?]

        • Detail how you expected the prototype to be used (how did you want them to use it? Did you expect certain answers/results?)

        • Identify the type of prototype (p. 6: Role, Implementation, Look & Feel or Integration)

        • Identify whether it is a vertical or horizontal prototype

        • Discuss the results of the testing. What answers did you get? Did you get unexpected feedback about your prototype and/or design?

      • [15 pts] Reflect on the process. What did you learn about the design-thinking process? Would you do anything differently if we asked you to approach this project again? Were you surprised (or disappointed) by the design you developed?

• Pain/Gain-Storming: Backpack (due the week of 10/07):

  • • Identify the pain / pleasure points associated with a backpack (at least 3 of each)

    • Use Amazon reviews to identify pains and pleasure points (at least 5)

    • Draw the design a of a new innovative backpack

    • Submit (written) in class