June 26, 2011
June 26, 2011
June 29, 2011
22.1098.1 - 22.1098.8
New Approach to Teach Product Design that Breaks the Disciplinary BoundariesAbstractThis paper presents the work that is currently engaged by faculty in the departments ofmechanical engineering technology and computer engineering technology to introducemechatronic technology into product design curricula of both departments. This work is fundedby the National Science Foundation (Award No. DUE-1003721) recently awarded to New YorkCity College of Technology.Advances in computer technology and semiconductor electronics have created a new productdesign field called mechatronics. Mechatronics treats product design as system design thatrequires the tight integration of mechanical components, electrical/electronic systems, industrialdesign ideas, computer-control systems, embedded systems, and intelligent software into theproduct design and development processes. It requires engineers, technicians, and designersfrom various disciplines to possess broader knowledge beyond their specialized fields and towork together concurrently. This concurrent engineering and mechatronic design approach,which emphasizes team collaboration, has become the new industry standard in product designand development. Mechatronic technology has been identified as one of the top10 highlyinfluential emerging technologies of the 21st century by MIT’s Technology Review and by theInternational Center for Leadership in Education.Students were given mechatronic/robotic design projects that required them to use actualmechanical, electrical/electronic hardware and software that are currently been used by theindustry. This enabled the instructor to simulate actual product design activities occurred in theindustry. Not only students were exposed to the latest mechatronic technology, they also learnedthe concurrent engineering design approach. Students were given a framework of fundamentaldesign knowledge with hands-on cross-disciplinary activities that allows them to develop aninterdisciplinary understanding and integrated approach to product design. Through these hands-on activities, students will also learn the concept of product lifecycle management and sharpenedtheir teamwork skills.The curricula of the three programs will be modified to create cross-departmental designprojects. Students will learn how to design, construct, evaluate, operate, and test mechatronicproducts. Activities include: 3D design and modeling, materials and manufacturing processselection, mechanical and structural design, electrical/electronic design, computer control withembedded systems, interfacing, programming, and project management. These simulatedproduct design activities will give our students a better understanding of product designprocesses and provide them with much needed hands-on experience.
Heng, I., & Zhang, A. S., & Zia, F. (2011, June), New Approach to Teach Product Design that Breaks the Disciplinary Boundaries Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18637
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