Machine Controlled By ArduinoAbstractThis paper presents an Arduino-controlled Spirographtm-style drawing machine suitable for useat a Maker event. Visitors can use the machine to make unique artwork to take home.Instructions to build the drawing machine are provided. Potential pedagogical uses of thedrawing machine range from learning hands-on construction techniques, to programming,trigonometry, and interaction with a user through sensors.OverviewThis paper provides instructions on how to build a pantograph drawing machine using anArduino UNO microcontroller, a reflectance sensor, two rc-servo motors, and a sheet of foamcore poster board. It is based on the work of Erik Brunvand, Ginger Alford, and Paul Stout [1,2]and extended by using a
thesetechnologies. The two columns of data reflect participant group preferences. Thus, the first row(under Autonomous Robots) in Table 2, “Programming”, was among the top five selections for34% of the manufacturers and 52% of the college faculty.The plan for the data analysis was to address the five questions summarized in Table 3. The orderof the questions in the table does reflect the analysis progression through the aggregated data.Thus, the first order of events was to determine the popular skill selections for manufacturers andeducators. Once those selection percentages were reviewed, the degree of popularity by groupwas explored. After reviewing aggregated responses, the fourteen skills were grouped based ondifferences between the manufacturers’ and
100 students who have done at least one form of engineering internship. Engineering - Internship-Supervisor Evaluation For each of the following performance characteristics please place an “x” in the line that best reflects your experience with this student. Thank you so very much!Attitude/Application to Learning4 Outstanding and extremely enthusiastic3 Interested and industrious2 Average1 IndifferentAbility to Learn4 Learns very quickly3 Above average in learning2 Average1 Slow to learnDependability4 Completely dependable x3 Above average in dependability2 Usually dependable1 Below average in dependabilityWriting Ability4 Consistently clear
followed by thedrilling of a hole and gluing a tower of the University Logo. The university wants to make1000 pieces of this. It wants to contract this job out. You are a group of mechanicalengineering graduates just graduated from UAEU and are in the process of forming aproduct design and manufacturing company. You want to have this contract to launch yourcompany. But the competition is very high. Eighteen companies including yours haverecorded interest in bidding for the contract. Make a bid on the specified format given andmake a presentation to the interviewing board to convince them to choose your bid.The students were told that the product should have the emotional appeal reflecting thecharacteristic character of the region and product
children whowere vastly different from typically developing children, but as individual children who, like allchildren, have needs, abilities, strengths, hopes, and dreams. Written reflections from theengineering students revealed the following comments: “When I saw (the child’s name) try out the Play and Mobility Device, it was wonderful to see the smile on her face.” - Biomedical Engineering Student Page 26.628.9 “I learned that children with special needs can also develop gradually …and interact with their environment..” – Biomedical Engineering Student
Teachers (RET) Program (Award No. 1300779). Any opinions, findings, andconclusions or recommendations expressed in this material are those of the authors and do notnecessarily reflect the views of the National Science Foundation.We would like to thank Mr. Zhong Thai for assistance with programming and Dr. Pilwon Hur foraccess to equipment and information needed to complete the project.References[1] Using Arduino to Design a Myoelectric Prosthetic, K.Talbot, [Online]. Available: http://digitalcommons.csbsju.edu/honors_theses/55/ [Accessed July 13, 2017].[2] MyoWare Muscle Sensor Kit - learn.sparkfun.com. [Online]. https://learn.sparkfun.com/tutorials/myoware-muscle-sensor-kit/all?print=1 [Accessed July 13, 2017].[3] Medical Stockings
toevaluate how this affects students’ designs and learning. Page 26.1122.8AcknowledgementsThis material was supported by grants from the National Science Foundation’s CourseCurriculum and Laboratory Improvement (CCLI) Program (Award No. 0837634) and ResearchExperience for Undergraduates (REU) Program (Award No. 1263293). Any opinions, findings,and conclusions or recommendations expressed in this material are those of the authors and donot necessarily reflect the views of the National Science Foundation.Bibliography[1] Online resource available at: http://www.census.gov/foreign-trade/statistics/product/atp/2014/11/atpctry/atpg06.html[2] Asfahl, C
of an Arduino-based modular structure and possible use of self-configuration. This paper includes the detailedsketch of the development efforts, engineering students’ reflections on the development project,design and delivery of the high school workshop including high school student feedback, andpossible future college level curricular designs for modular industrial robotics for industrial,mechanical, and manufacturing engineering programs. The paper is concluded with future workconcepts including possible kinematics and dynamics modeling of these industrial robotconfigurations through simulation tools such as DELMIA or MapleSIM, along with use ofmachine learning for self-configuration.BackgroundThe modular robot is a fairly new type
betranslated to 3 dimensional figure using inherent features. These are completely dimensionaldriven and use geometric relationships to reflect reality as close as possible based on the designintent 16.Students were given hands-on live tutorials on how to use SolidWorks® software tocreate and model the design of their intent. Figure 3 illustrates a sample 3D LEGO® part modelcreated by students. Page 26.269.5 Figure 3: 3D LEGO® Part Model Created in SolidWorks®Using uPrint® SE Plus 3D PrinteruPrint® SE Plus 3-D printer manufactured by Stratasys technologies was used to bring thestudent designed parts to life. This printer uses
. Produces practical solutions based on meeting requirements of analyzed problem components. g1. Reports describe goals, methods and solutions at the level appropriate for the reader. Relevant technical literature is identified and used appropriately. g2. Presentations clearly describe goals, methods and solutions. g3. Responds to questions, comments and criticism in a clear and appropriate manner in oral interactions. h1a. Exhibits curiosity & initiative. h1b. Exhibits reflection. h2. Participates in discipline-relevant professional societies and organizations. i1. Demonstrates an understanding of the Code of Professional Engineers. i2. Recognizes importance of respect for diversity. j1. Identifies both potential benefits and adverse
-axisCNC machine through a grant awarded by DoD, and in the future we will continue enhancing ourlaboratorial tools and environment on multi-axis machining for aerospace parts such as blisks andturbine blades, and then integrate and evaluate these tools in the Manufacturing Engineeringcurriculum.AcknowledgementThe authors would like to acknowledge support from NASA (award number: 80NSSC20M0015).The blisks machining tasks was also partially supported by DoD (award number:W911NF1910464). Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of NASA and DoD.Reference1 . 2020 Facts and Figures U.S. Aerospace and Defense https://www.aia-aerospace.org/wp
workshops. While only two and three states were represented in the first andsecond workshops consecutively, 18 states were represented in the third workshop. Almostsimilar advertising efforts were made for all three workshops, with more outreach efforts madeto regional institutions for the first and second workshops than for the third workshop. Figure 2: On-ground AM-WATCH Studio Workshop Participants with Social Distancing and Use of Mask (Left). An on-ground AM-WATCH Studio Workshop Participant working on his 3D Pen exercise (Right).Despite the increase in diversity by state, the online workshop saw a noticeable decrease inapplicants from high schools compared to higher education institutions. This is reflected in
artifact(the mood ring). Project 2 will be a computer-based design implementation using 3-D modelingto support online game design and programming.Outcome of the workshop will also be reflected in participant behavior and hands-on applicationof gained knowledge and skills (we will have to include evaluation plan). Participants will gainexperience in using freely available and popular software tools.The Electronic Mood RingThe original Mood Rings were popular in the 1960s and 1970s; they included a special type ofmaterial that changes color in response to heat. As body heat warmed up the ring, it wouldchange from dark to brown to yellow to green to blue. The electronic ring that girls were askedto design is similar, but it uses a temperature sensor
also very promising.Participants were given the opportunity to add their reflections on the studio workshops. Askedabout what they liked the most about the workshop, a recurrent comment was that they enjoyedthe opportunity to interact with educators from other institutions and professionals in the field ofAM. Another major highlight was the usefulness of the hands-on aspect of the workshops,including the process of putting together the 3D Printers as well as the chance to design an objectof interest.When asked what they would recommend changing about the workshops, a few participantssuggested to (i) allocate more time towards the hands-on activities (ii) reduce the number of “talks”by presenters, and (iii) add a component of training related
were thrilled with their newly acquired practical skills and took pride in their workas reflected in their report. The feedback received from a particular student after a week’sinternship training in a manufacturing plant, stated how proud he was with the prior acquiredknowledge and skills that he gained through the course that has impressed his trainer which inturn has motivated him to further enhance his knowledge in manufacturing; summed it all.5. ConclusionsThe goal of manufacturing courses in engineering education is to enable the students to selectand assess different manufacturing alternatives for a given product using Design forManufacturing and Assembly (DFM/A) methodologies. Learning-by-Doing approach mightseem to be more demanding
. Puentudura1 is aimed at guiding the process oftechnology integration in a classroom with an ultimate goal of redefining teaching and learningmethodologies. Figure 1 illustrates on how the course curriculum developed for AdditiveManufacturing course at XXXXXX reflects upon SAMR framework.As shown, integrating mobile based scanning technology to additive manufacturing for realizingstudent project designs with the help of SAMR framework helped in significantly enhancing andtransforming the course outlook over the semester. The course enhancement helped in exposing thestudents to effectively integrate mobile based scanning technology, a reverse engineering approachfor identifying and addressing interface challenges. Figure 1
expressed in this material are those ofthe author and do not necessarily reflect the views of the National Science Foundation.Bibliography[1] Rampell, C. “Enrollment Drops Again in Graduate Programs,” The New York Times (Sept. 28, 2012). Available online at: http://www.nytimes.com/2012/09/28/business/new-enrollment-drops-again-in-us- graduate-schools.html[2] Jeanpierre, B., Oberhauser, K. and Freeman, C., "Characteristics of professional development that effect change in secondary science teachers' classroom practices," Journal of Research in Science Teaching, Vol. 42, No. 6, pp. 668–690, August 2005.[3] Carpinelli, J.D., Kimmel, H.S., Hirsch, L.S., Burr-Alexander, L., Narh,K.A. and Dave, R., "Translating Research Experiences into
machining and steel for welding. • The cost of the materials should not be significantly increased from the current year’s lab.Each team submitted a report describing the proposed product and the sequence of lab activitiesneeded to fabricate each component. Each team also presented a 5-minute “sales pitch” to theirclassmates. The students peer evaluated the projects in four categories: feasibility, cost,presentation quality, and appeal. The highest scoring project (Fig. 5) was created in thefabrication lab the following year (spring semester 2018). Overall, the reflection essays anddesign project established the grade for the hands-on component.Figure 5: The winning lab design project was a Christmas Tree consisting of a milled aluminum“tree” (1
Future DirectionsIn this brief review of literature relating to Industry 4.0’s implications for South Korea, it is clearthat Industry 4.0 has the potential to transform South Korea’s future workforce. This developingphenomenon offers several opportunities for researchers. Promising areas for explorationinclude:1. What sorts of competency skills would be required for advanced manufacturing workers tosurvive in Industry 4.0?McKinsey Global Institute [9] recommended that workers seek additional education and trainingto adapt to an automated workplace. In the context of South Korea’s two-year technical collegeprograms, researchers may wish to investigate the extent to which current curricula containsadvanced manufacturing topics and reflects
Design for X (DfX), a concept widely used in manufacturing industriesfor product design and development. We discuss on our experience of the course, where in toenhance student understanding of DfX, additive manufacturing technology was used to analyzehow the theoretical concepts learnt by students in class were reflected upon their product designand development in real time. Keywords: Additive Manufacturing; Design for Environment; Green energy; Green Manufacturing; Concept Based LearningIntroduction To shape and influence the trends of technological emergence in United States, there is asignificant push observed in steering the current emerging workforce towards Science,Technology, Engineering and
Belonged More in this Whole Engineering Group:’ Achieving Individual Diversity,” J. Eng. Educ., vol. 96, no. 2, pp. 103–115, 2007.[5] D. M. Masters, A. S., & McNair, L. D., & Riley, “Identifying Practices of Inclusion in Maker and Hacker Spaces with Diverse Participation,” in 2018 ASEE Annual Conference & Exposition.[6] V. Wilczynski, “Academic Maker Spaces and Engineering Design,” in ASEE Annual Conference & Exposition, 2015.[7] J. Walther, N. Sochacka, and N. Kellam, “Quality in interpretive engineering education research: Reflections on an example study,” J. Eng. Educ., vol. 102, no. 4, pp. 626–659, 2013.[8] N. Kellam and A. Cirell, “Quality Considerations in Qualitative Inquiry
-prepared keyblank is used to make a copy of the key for the target lock. This key reflects the lock’s bitting.The blank is placed in the lock, torque is applied, and the key is moved up and down againstthe pins; any pin at the improper height will be bound against the sides of the lock body andcylinder. This binding friction slightly marks the pins on the blank. The key is then removedfrom the lock, inspected for marks, and cut with a file where they are found. Cuts are madeone bit-depth at a time, and the process is repeated. This can be done for all pins in the lock atonce under normal circumstances. If the attack is successful, the attacker will end up with aworking key. The only caveat is that the attacker must apply the proper torque and
Traditional path t102 Sig. Mean Mean (2-tailed) (SD) (SD)Engr. Self-Efficacy 0-6 4.43 5.00 3.16 .002Design confidence 0-100 56.38 72.69 2.19 .044Expect. of success 0-100 60.03 75.30 2.12 .049 Table 1: students’ differences reflected in pre-surveyThe post-survey was conducted at the end of the semester. Datasets from 49 students wereinvolved in the pre- and post-surveys analyses and 89.4% of them were males. There were nosignificant differences between the students who finished the post-survey and
reflects less understanding thantalking about which first order pole is slowest.Question 2Question 2 is a bit of a philosophical one that probes the students understanding of the definitionof a transfer function. Students are given time domain expressions of the input and output of asystem and asked to find the transfer function. If students remember that a transfer function is theLaplace transform of the output divided by the Laplace transform of the input, this problemshould be fairly straight forward. Ideally, students will also remember the instructors’ preferencesthat a transfer function be given as a proper fraction with one polynomial of s in the numeratorand one polynomial in the denominator.Question 2 Problem Statement ∙ You are given a
manufacturing in both of these disciplinesis needed8. Many current engineering programs do not emphasize the marriage of design andmanufacturing in a modern industrial technical workforce [10].Many research studies have assessed the quality of exposure to manufacturing through the seniordesign or capstone course. McMasters and Lang indicate that few people in industry have anunderstanding of how the current engineering education is undertaken. Through design projects,the inclusion of industry partners in the education process will enhance the education provided tothe students and better reflect the expectations of industry [11]. Universities are exposingstudents to manufacturing through senior capstone design courses to offer students with arealistic
. Table 5. Recruitment and Dissemination InitiativesProposed Curriculum StructureCurriculum at NKU and CSTCC follow the general guidelines for accreditation defined by theAccreditation Board for Engineering and Technology (ABET) [19]. Mechatronics curriculumdesign includes development of goals and objectives, programs of study and curriculum guides,courses, laboratories, textbooks, instructional materials, experiments, instructional sequencies andothe supplemental materials focusing to accomplish a wide range of educational goals [1].The cross-curricular approach reflected at the level of the targeted goals, of the targeted contents,the use of new technologies, of the computer as a working tool which will determine the student’seducational course
costly,and eventually were stopped or replaced with traditional lectures. Nonetheless, these studies andattempts had a significant contribution in underlying the importance of practical approaches inconveying knowledge to students in heat transfer and thermodynamics courses, which traditionallyare dry-lecture based. Moreover, the contribution of thermal-fluids energy systems performancein global sustainable development is substantial but was not emphasized until recently. Thereforeit may not be reflected in the already developed learning modules for these traditional courses.Our team re-developed our thermal-fluid related courses in Engineering Technology curricula byincluding several modules involving industry-like scenarios as laboratory
failure, and seek out growth opportunities.Similarly, Cutts, et. al18, conducted a study in their introductory programming course at theUniversity of Glasgow. Students in the course received one or more of three tools designed to be“mindset interventions,” i.e., to help students shift from a fixed to a growth mindset. The firsttool was a series of workshops taught by the tutors, guiding the students in reflecting on theirexperiences so far in the course and how they fit into a fixed or growth mindset. The second toolwas a handout listing resources, tools, and tips successful computing students frequently use toget unstuck. This handout would be referenced by the tutors whenever they helped a student,guiding them towards a recognition that they