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Incorporating A Design Of Experiments (Doe) Project Into A Sophomore Level Introduction To Engineering Design Course

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2003 Annual Conference


Nashville, Tennessee

Publication Date

June 22, 2003

Start Date

June 22, 2003

End Date

June 25, 2003



Conference Session

Potpourri Design

Page Count


Page Numbers

8.681.1 - 8.681.12



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Paper Authors

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Barry Lineberger

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Larry Stikeleather

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 3425

Incorporating a Design of Experiments (DOE) Project into a Sophomore Level Introduction to Engineering Design Course

Larry F. Stikeleather, Barry Lineberger Department of Biological & Agricultural Engineering North Carolina State University

Abstract The task of teaching the engineering design process at the sophomore level can be enhanced by judicious use of hands-on projects which allow the students to put into practice the concepts and methods being taught. The challenge for the instructor is creating and administering meaningful and pedagogically productive projects that are feasible within the time and resource constraints. This paper describes a project that manages to integrate into one activity, a large number of skills and learning objectives consistent with current ABET criteria. Students plan and execute a simple but meaningful project that starts with the application of the design process to meet specific design requirements. In the design stage students use CAD 3D solids modeling software to model all parts and assemblies, and determine the required mass properties. Once the specifications are met, the student teams generate G code for manufacturing the primary part on a 3-axis computer numerically controlled (CNC) mill. Once the assemblies are manufactured students run performance tests on their “products” using statistical design of experiments (DOE) methodology to evaluate the effects of two factors at two levels (2x2) and determine the setup giving the best performance. The project culminates in a written technical report, which the student teams present orally to an audience of their peers and a panel of faculty and staff evaluators.


BAE202 (Intro to BAE Methods) introduces basic design and problem solving methodology for Biological Engineering. The majority of the students are enrolled in the Biomedical Engineering curriculum with the remainder in Biological Engineering, which offers concentration areas in bioprocessing, environmental, and agricultural engineering.

The learning objectives for the course support the requirements of both curricula by emphasizing content and learning experiences that parallel several ABET EC2004 criteria 1. In particular these include, (3b) an ability to design and conduct experiments, as well as analyze and interpret data; (3c) an ability to design a system, component, or process to meet desired needs; (3g) an ability to communicate effectively; and (3k), an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

The portion of the course emphasizing visualization and graphical communication skills includes computer-aided 3-D solid modeling of parts, 3-D assembly of solid part geometries, computation of mass properties, reading and creating 2-D engineering drawings. Other topics include the engineering design process, safety, tools, and basic fabrication/manufacturing

“Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition. Copyright © 2003, American Society for Engineering Education”

Lineberger, B., & Stikeleather, L. (2003, June), Incorporating A Design Of Experiments (Doe) Project Into A Sophomore Level Introduction To Engineering Design Course Paper presented at 2003 Annual Conference, Nashville, Tennessee. 10.18260/1-2--11373

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