Submission Cover Page

Title of Submission: Engineering Graphics Capstone Project Author Contact Information: Name: Dr. Kenneth E. Gawronski, Sr. E-mail Address: kgawsr@hiwaay.net Name of School/Teaching Institution: Oakwood University Location of School/Teaching Institution: Huntsville, Alabama Author Biography: Positions include Adjunct Professor at Oakwood University, the University of Alabama-Huntsville, Calhoun Community College, Assistant Professor/ Course Director at the U.S. Military Academy, West Point, senior level scientific, research, engineering, and management positions in industry. Author of technical/scientific articles published in international and national journals. Truly a creative, dedicated professional. Authors Description of why this lesson was exemplary when taught: There is a large demand for engineers who can determine what needs to be done, devise successful strategies and create innovative solutions that are sustainable and make the world a better place. To meet these needs, materials covered in Engineering Graphics are crucial to just about every subsequent engineering course. The knowledge gained in this and succeeding lessons is the foundation from which subsequent engineering courses are built upon. This lesson was exemplary because students worked in self-directed teams to build upon the knowledge and skills that have been gained from other courses while acquiring new knowledge, particularly in learning to identify, understand and solve open-ended engineering design problems. Both knowledge and imagination coupled with hard work, are important.

Lesson Plan Format

Age/ Level and Subject/Disciplinary Area: Purpose: 18 years old / college freshman Engineering Graphics / Engineering Students demonstrate knowledge of the creative design processes.

Students apply descriptive geometry and elementary engineering design, drafting, graphical techniques to engineering topics. Materials: (a) Textbook: Engineering Design Graphics, 12th Edition Author: James H. Earle Publisher Pearson Prentice-Hall (2008) (b) Laboratory manual(s) and/or additional notes/ supplies/ software. Several mathematical tools are available through the sites: www.math.aamu.edu or www.smarthinking.com and the software program - AutoCAD Objectives: Students will learn: 1. to build confidence by improving upon what exists and by showing an evolution in their engineering design work. 2. to develop appropriate sketching skills. 3. to use computer graphics. 4. to identify, define and solve an open-ended problem to include Problem finding as well as Problem solving. 5. to develop skill and confidence in their ability to work in multidisciplinary teams 6. to work and communicate effectively within teams to successfully complete an engineering design assignment. Instructional methods include, but not limited to, lecture, class discussion, student presentation, and computer generated material. Specific procedures and instructions are contained in the attached supplement.

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This lesson encompasses the field of engineering design graphics and its application to the design process. The lesson is designed to develop a students imagination and to devise methods of creating innovative solutions. Major lesson content includes: design and creativity, computer graphics, engineering drawing, application of drawing principles to problems of descriptive geometry, and problem solving using twodimensional computer graphics by AutoCAD. This lesson provides an introduction to the techniques for creating models of engineering designs using AutoCAD. This includes threedimensional modeling of parts and assemblies, visualization, orthographic and isometric freehand sketching, and computer- generated design documentation using AutoCAD. Assignment emphasizes design techniques. Emphasis is placed on student participation in the creative design processes. The students work is appraised through project submission and class participation. Students are required to complete all parts of the assignment. The primary drawing software is AutoCAD. Student participation in the creative design processes was excellent. Several students commented favorably on being provided with this challenging design experience.

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Students learned to create feasible solutions to unrecognized needs, without being given specific design guidelines. In future lesson assignments more open-ended engineering design problems may be assigned to more fully develop a students imagination and to devise methods of creating innovative solutions.

Dr. Kenneth E. Gawronski, Sr. Additional information requested by the subcommittee. First, a lesson example out of the course to see how your open-ended problem solving is implemented. An out of course (real world) lesson example of open-ended problem solving is a government or commercial business Request For Proposal (RFP) for a proposed engineering project or to obtain a solution for a commercial problem. The RFP will define what the final product or solution will do and what performance factors or constraints must be satisfied. The how to do it or what approach to use or technology to investigate are not defined. Each RFP will have a time duration and submission date and time. Some RFPs contain intermediate milestones which serve as check points and may have designated portions of the project to be completed in the interim. Intermediate milestones are used to provide a measure of progress being made by the proposer(s). Completing pieces along the way precludes proposers from becoming frustrated and producing poor results during the last few days before proposal submission. Failure to meet deadlines will disqualify the proposer. The successful RFP response is awarded a contract and an opportunity to perform the desired task(s). The RFP example is used to answer the frequently asked student question What good and how will all this benefit me in the future? Submissions using open-ended RFPs often result with the response exceeding expectations and identification of a variety of innovative approaches and solutions. With open-ended projects, the results cannot be
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known in advance. The RFP approach is used as a model in my Engineering Graphics / Engineering course. In the real world, engineers must understand the problem, devise a plan to solve the problem, devise a time schedule, carry out the plan on schedule, test, and deliver the completed product. My goal in using the open-ended problem solving approach extends beyond the classroom environment. Graduates who have experienced hands-on open-ended problem solving will have an advanced understanding and appreciation for how new business is obtained in the real world. This learning opportunity occurs in a non-threatening environment which allows for mistakes. I want to provide students with an opportunity which will benefit them after graduation and enable them to relate this special knowledge and skill to potential employers. Second, an indication of how you assess open-ended problem solving. What kind(s) of assessment are appropriate in the kind of teaching you do? Open-ended Engineering Graphics / Engineering problem solving requires students to determine what needs to be done, formulate ideas, devise successful strategies, and create innovative solutions that are sustainable. Open-ended problem solving consists of a number of solutions. Open-ended problem solving reinforces engineering principles and concepts, requires students to plan, carry out practical activities, consider assumptions and evidence, and present ideas and draw conclusions. In open-ended assignments, one of the critical elements to evaluate is the students understanding of which engineering approaches, principles, and procedures to employ. Another critical element is creativity. Assessment factors in Engineering Graphics / Engineering include evaluating problem identification, understanding, information gathering and assessment, formulating design features and limitations, selecting design approaches / options, selecting the best design recommendation, a well-founded conclusion, and the ability to articulate the recommendation(s) in a clear and convincing manner. Individual student assessment is based on project completion and class participation. Individual project assessment quantification is based on an objective rating scale from 1 to 5 (5 is best) evaluating the following questions: (1) Has the nature of the problem been identified? (2) Has relevant information been gathered, formulated, and properly assessed?
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(3) Has all available information and engineering principles been organized into a meaningful, qualitative and realistic assessment of the complexities of the problem? (4) Have reasonable guidelines been established for making sound decisions when deciding on various engineering options and design approaches to use? (5) Using these guidelines, has the problem been approached in an objective manner and are the design options well-founded? (6) Do the conclusion(s) support an engineering design which is viable and economical to produce? (7) Is the recommended design effectively supported and communicated using well-founded engineering principles to justify its selection in light of other engineering options?

Third, Do you find any issues with diverse learners in your class? Does your use of groups address these issues? There are diverse learners in my Engineering Graphics / Engineering classroom. Therefore, very important issues are to get every student involved in the classroom activities and the lessons must be understandable for every student. Student ability levels may differ significantly and can be affected by variables such as computer skills, student learning ability / expertise and socioeconomic circumstances. Open-ended problems help students visualize engineering situations and provides every student with opportunities to find his / her own approach and solution(s). By using an open-ended approach to problem solving, diverse students can work together on the same complex problem. They have the opportunity work at different levels - to succeed through a route of their own choosing and ability level. With open-ended discussions and projects, diverse students participate more actively in lessons and express their ideas more frequently. Every student can respond to questions or problems in some significant manner of his / her own choosing and ability. The Engineering Graphics / Engineering course provides a mix of common and unusual problems. A students engineering knowledge is challenged and reinforced by using engineering examples which are recognizable and perhaps readily available for student examination / measurement(s). Students are encouraged to employ a variety of strategies, and think about solving problems in more than one way.

In my classroom, diverse engineering students are empowered to work independently or in groups at an undergraduate level on common engineering problems. Diverse students gain confidence in their abilities and are able to apply and articulate engineering concepts to a variety of engineering design situations. Student activities are self-directed with scheduled instructor review and constructive feedback. Undergraduate students are very active; open-ended problem solving brings a lot of interesting conversation to the classroom. There are rich experiences for diverse students to have the pleasure of discovery and to receive the approval from fellow students. Students are often asked not only to show their work, but also to explain how they got their answers or why they chose the approach they did to draw their conclusion(s). Open-ended problem solving in a small group environment embraces both issues: involvement and lesson understanding. Group activities provide a free, responsive, and supportive learning environment. Collaborative openended group projects facilitate students of differing abilities to assume roles requiring different levels of engineering expertise. Because there are many different correct solutions, each student has opportunities to interact with others in the group and express his / her own unique solution. Since every student has a solution based on their unique thinking, every student is interested and curious about fellow students solutions and desire to arrive at the best approach. In a group setting, diverse students can compare and discuss their solutions with other members within the group. Through the comparing and discussing within the group, students are intrinsically motivated to give reasons of their solutions to other students. It is a great opportunity for students to develop their engineering thinking and communicative skills. Student projects are interesting, purposeful, and fun to do. Students experience something new in the process and generally want to do more of them.
If this lesson is from a unit, give a brief description of the unit: In Engineering Graphics, students learn how to analyze, formulate, and solve selected engineering problems. Students also learn about the various disciplines of engineering. Individual and group assignments aid the student in mastering the principles of graphics and design techniques. Each student must read the material before the lecture of the section itself takes place. Students are held responsible for all required material, whether or not the instructor covers the material in class.

Class is conducted with significant student participation. Worksheets are assigned and graded. Students learn: 1. to develop an awareness of and appreciation for graphical communication including lettering, drawing equipment and techniques; geometric construction, orthographic projections, pictorial drawing, and technical sketching, isometric, oblique and perspective projections, descriptive geometry, computeraided design drawing. 2. to be creative by criticizing what exists and seeing what could be rather than what is. Attached Supplement: CAPSTONE PROJECT SUPPLEMENT

I. EG 112, Engineering Graphics II. Instructor: Dr. Kenneth E. Gawronski, Sr. III. General Goals: To teach beginning engineering students basic skills needed to interpret and create engineering design drawings following standard conventions of engineering graphical construction using AutoCAD software. At the end of the Capstone Project, the student will: 1. Be able to understand and use engineering graphic terminology. 2. Interpret engineering drawings. 3. Visualize objects and design ideas and generate 2D orthographic and 3D pictorial sketches in the design process using AutoCAD. IV. General Policy Information: 1. Place your complete name, course number, work title, and submission date on everything you turn in. 2. This is an engineering design project. Because engineers design and build complicated and potentially dangerous objects, it is critical that they communicate very clearly and very precisely. You must use correct spelling and grammar. 3. The computer, AutoCAD design software, operating system, and instructor terminology used may be new to some students. Be patient, attend each class, persevere, do not be afraid to experiment, take good notes, and study them, and you will do well. Bring all course material to each class lesson. You should get to know your fellow students. V. Individual or Group (limited to three (3) students) Capstone Project: This design project is assigned to give each student the opportunity to showcase their ability to think and process graphic information in three dimensions via the construction of objects in AutoCAD. Although there are many steps to complete product design, these projects focus on the mechanical design and drawing aspects of the design procedure.

1. Capstone Project Requirements: a. Choose your topic based on something you enjoy--be it related to your career choice or perhaps a hobby, previous work, etc. subject to the following limitations: (1) NO WEAPONS of any kind. The definition of what constitutes a weapon is the sole discretion of the instructor. (2) NO DEVICES designed for use in illegal activities of any kind whatsoever. The definition of illegal activities is the sole discretion of the instructor. (3) Your topic must be something that is capable of being conceptualized, analyzed, designed, and drawn in AutoCAD within the time period allotted. b. Place all your parts, subassemblies, and assembly drawing in ONE file. DO NOT use the same model file that contains your tutorials or homework. c. Use at least one of the 3D geometric features such as a shell and fillet. d. Each part must be fully dimensioned. e. Identify all subassemblies. f. There must be NO INTERFERENCE between any two parts. g. Use only one final assembly drawing. 2. Part Count Requirements: a. For this design Capstone Project (150 points), a minimum of at least twenty-five (25) unique parts are required. b. If you have to ask if a part is unique enough, then it is NOT. Parts that are too similar will NOT be counted as unique parts. 3. Schedule: The Proposal, Design Review, and Final Report are due on the dates to be announced in class. a. Proposal: This is a one page description of what you intend to do, why you have chosen it, and roughly how you expect to draw it. It should be at east three (3) paragraphs long, and include a sketch or picture to make perfectly clear what your design project is all about. See below for Submission Requirements. b. Design Review: This is a one (1) page description of what you have done so far. It should recapitulate your original proposal and point out any changes made to it and WHY. Any difficulties encountered so far, along with several alternative solutions, should be discussed at length. It can be three (3) to five (5) paragraphs long, and is to be considered a combination report and coming soon preview. Specifically mention the number of parts you have completed and the status of your assembly. See below for Submission Requirements. c. Final Report: This is a one (1) or two (2) page description of what you accomplished and what lessons you learned. Pay careful attention to how it correlates to your original proposal and your design review. It should be five (5) to seven (7) paragraphs in length, and should explain the procedure you followed completely

from start to finish. Attached to this description will be a landscape printout of your final parts, subassemblies, and entire assembly. The required views are the principal views used throughout this course. See below for Submission Requirements. 4. Submission Requirements: Style: All of the reports should include a typed paper documenting your problem. DO NOT exceed page limits (double spaced, use New Roman Times, 12 point). Keep margins no smaller than one (1) inch. Format: The paper should include the following information: a. Problem Statement: The purpose of the paper. What are the key issues? b. Background: Motivation and context of your problem. c. Method: How did you go about solving your problem or coming to a conclusion? How did you decide what variables to observe? d. Results: The summary and presentation of the data gathered. Data should be presented in tabular, graphical, and numerical form. e. Conclusion: Based on your results, what did you conclude? f. Critique: What did you learn as a result of your problem? What went wrong, or what would you do differently if you were to repeat the study? NOTE: The final report should include each of the six (6) components stated above, with each component labeled. Each component should include appropriate material and support of the thrust of your conclusions. The paper should be clear, easy to read, and engineering design terms should be used correctly. Spelling, grammar, and neatness all count. Data analyzed should be included as an appendix, and appropriate references should be included at the end of the paper. Each paper should be either bound or fastened inside a portfolio. g. Topic Ideas: Here is a short list of candidate projects to assist those having difficulty deciding. This is by no means comprehensive. There are plenty of other projects. Mechanical clock Electric pencil sharpener Hard drive Motorcycle Sewing machine Bicycle Printer or typewriter Lawnmower DVD or VCR Fishing reel Fan Stapler Boat Aircraft Spacecraft Engine Materials conveyor Multiple-spindle bar machine VI. Course Notebook (100 points) A course notebook must be presented to the course instructor AT THE BEGINNING OF CLASS on the day of the last class meeting. Late submissions will not be accepted. The notebook must be in a traditional 3 ring binder with NO

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LOOSE PAPER. A minimum of the following information is required to receive full credit: 1. Beginning with Chapter 12 and for each subsequent chapter (through Chapter 17), prepare a synopsis of each chapters contents (i.e. make up: (A) a ten (10) question matching problem and an answer sheet with page references included and (B) a ten (10) question fill-in-the-blank problem and an answer sheet with page references included for each chapter). Have an index page up front listing major topics and use a numbered page system to facilitate locating each topic within your notebook. Include a step-by-step tutorial of how to construct various shapes, arcs, polygons, projections, etc. from material contained in each chapter, the Joint Course Supplement USE OF AUTOCAD IN CREATING ORTHOGRAPHIC DRAWINGS, and from the handout containing selected methods in 2D geometric construction. Also include a sequential narrative of the AutoCAD commands used in their construction. Provide examples of your homework using these AutoCAD commands. 2. Capstone Project: include the project and any related research materials. 3. Each chapter topic and the Capstone Project must be separated using labeled dividers, must contain the appropriate material, and must NOT contain any blank paper. VII. Resources: (a) Textbook: Engineering Design Graphics (Auto CAD 2007), 12th Edition Authors: James H. Earle Publisher: Pearson Prentice-Hall (2008) (b) Laboratory manual(s) and/or additional notes/materials/supplies/ software: Several mathematical tools are available through the sites: www.math.aamu.edu or www.smarthinking.com and the software program - AutoCAD (c) Resources: Students also may visit the Math Lab at Oakwood University.

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