IE201 Introduction to Engineering Design Fall 2006-2007 The Celebration

1. IE201Introduction to Engineering DesignFall 2006-2007 The Celebration

2. Team1 1- MostafaKassemNagi. 0614080 2- Ahmed NafelAlharbee. 0611243 3- HaithamFarook Saied. 0612871 4- Saieed Ali AlGarnee. 0611276 5- Ali Alomraani. 0150266

3. Context This is the introduction for the L3 Assignment, which is about manufacturing to make students in this course know more about manufacturing. it is divided into parts so we can apply what we have learnt in the course into steps and gradually. The L3 sections: L3-A about defining the problem L3-B about generating ideas L3-C about Deciding the course of action L3-D about implementation. L3-E about evaluating our work. Next you will see all the parts of L3.

4. Problem defintion

5. This work is for assignment L-3a, the first part of Capstone design project assignment, which is about defining the real problem, the first step of heuristic. We followed Fogler and Leblanc book (Strategies for Creative Problem Solving) to define a problem about students who don’t know enough about manufacturing. We hope that we will be able to define the real problem because it is the most important step for solving any problem. Introduction

6. The Definition Process: We applied five techniques to define the problem correctly: • Gathering Information • Present state /desired state • Dunker Diagram • Statement/Restatement • Evaluating the five definitions

7. 1.Gathering Information: The first step was to gather information about the problem by one or more of the four steps in table 3-1 of Fogler and Leblanc book which are collect and analyze data, talk with people familiar with the problem, view the problem first hand and confirm all findings. We chose to talk with people familiar with the problem by talking with engineering faculty members and to view the problem first hand by asking KAAU and high school students about manufacturing and the results was as follows. What we found out form the Engineering faculty members opinion: The problem is in the student’s life stages from the childhood to the university stage. Parents, environment, school and university are major affects for the student mentality because if parents encouraged the child to discover the things deeply he will grow up to continue doing that in school stage and as a result will know enough information about manufacturing for university. The result of KAAU and high school students questionnaire: We found out that almost 8 out of every ten students don’t know any thing about manufacturing and when we asked why most of them said that they were never asked to get information about manufacturing. And also almost 8 out of every ten students never repair something wasted even their belongs such as cars and mobiles. Asking the teachers showed that the teachers themselves have no information about manufacturing so how can we ask them to teach the students when they need a teachers!. These information shows that students needs guidance to learn anything not just manufacturing but there are no guiders because parents and teachers needs to learn about the importance of manufacturing and this was a result of not dealing with this problem when they were students and keeping ignoring it since their time as students. So students don’t know enough information about manufacturing because they are not guided to do that as a result student can’t react with out guidance.

8. 2.Present state /desired state: Discussion: This doesn’t work because enough is kind ambiguous and doesn’t determine the information students should get about manufacturing. Discussion: This is match and shows that students needs to be educated about the manufacturing before they get start Engineering studies.

9. 3.Dunker Diagram: Ok if students don’t know enough about manufacturing. Students know enough about manufacturing. Parents encouragement Course in manufacturing Convince them manufacturing is unimportant. Put them in their suitable positions First year engineering course. A high school course about manufacturing. Enlighten parents of manufacturing. Sections in engineering unrelated to manufacturing. Search for another faculty for them. After doing this diagram we found out that the problem is in the house, school and university.

10. 4.Statement/Restatement: Current problem statement: Students do not know enough about manufacturing. Trigger 3: How can we make students know nothing about manufacturing? (By answering this question we found out the reasons for the low level of knowledge about manufacturing in the students.) Trigger 4: Students don’t have an enough knowledge about manufacturing for engineering. (This change opens new thoughts. Why isn’t engineering requirements are not known and announced for students.) Trigger 5: The problem statement implies that we obviously want the students to know about manufacturing because it is needed in a lot of engineering fields. Thus, if the engineering faculty could add to the first year Engineering program a course like IE201, which the student should study an artifact and develop it, the students would get a lot of information about manufacturing. Maybe not! Maybe they don't want to/need to learn about manufacturing . Trigger 6: Students' information of manufacturing = k * Number of manufacturing courses.

11. The problem definitions we came up with after using the three techniques: 1.Parents and teachers don’t know about the importance of manufacturing. 2.The negative way the community looks at the people who works in manufacturing. 3.There are no teaching about the manufacturing at schools. 4.The students can’t act without guidance. 5.Students gets into engineering without knowing what it really means and requires.

12. 5.Evaluating the five definitions:

13. Discussion We hope that we have done our work completely without any mistakes. This assignment was really helpful to develop our problem definition skills although it was really hard because it was our first time defining a real life problem. We have discovered that not knowing about such a big part of our lives which is manufacturing and we hope that we wouldn’t repeat the same mistakes with our children as ours did.

14. Idea Generation

15. Introduction This is the work we have done in L-3b assignment which is about generating ideas for artifacts to apply what we have learnt about this step in the concept session. I hope we will be able to demonstrate comprehension level of learning about the second step of heuristic.

16. After we have defined the problem in the previous assignment we • are now to generate ideas about the artifact we are going to study • and develop and these are the steps we have followed: • First for our first task about the possible artifacts, each member • of the team has generated 20 possible artifacts. • Then we used Boggle method to exclude the similarities between • our artifacts. • Multi voting was the method to choose our top 10 artifacts. • Then for our second task about the constraints, we brainstormed • constraints and we used Osborn checklist at brain drizzling stage. • Also we brainstormed our desires and used random stimulation to • increase our desires and we used multi voting to choose our • top 4 desires.

17. Brainstorming & Boggle Method

18. As you can see from the table 51 artifact from 100 artifact after using boggle method but we need to minimize the number to 10 possible artifacts so it’s time for using multi voting system. we have divided the total left by 3 to get the number of votes for each member and the result was 17 votes for each member and here is how we did the multi voting.

19. The Best Artifacts • Sensor. • Scooter. • Receiver. • Car stereo. • Wheel chair. • Toy helicopter. • Robot. • A.C. • Toy car. • Desk chair.

20. The Must • At the brain storming stage we reached to several musts: • The artifact can be dissected into at least ten pieces. • The price should not exceed 2000 S.R • No chemical involved. • Easy to fix. • Easy to move. • It can be developed. • Shouldn’t cause any damages to people. • It is safe for the members to use and develop. • It is not kind of any weapon. • It should be used daily.

21. Osborn's Checklist

22. The Wants • We brainstormed our wants and the result was: • Cheap. • Electrical. • Modern. • Easy to develop. • Easy to open. • Big pieces. • Easy to prove it to the instructor.

23. Here we reached to the brain drizzling stage so we have decided to use random stimulation and we used the table in the book to choose one of the words randomly: Nice Nice shape Office It can be used at the office. High High quality stuff. • So the result were: • Cheap. • Electrical. • Modern. • Easy to develop. • Easy to open. • Big pieces. • Easy to prove it to the instructor. • Nice shape. • can be used at the office. • High quality stuff.

24. And we used multi voting to choose our top desires. • Our top 6 desires: • Cheap. • Electrical. • Easy to open. • Easy to develop. • Big pieces. • Easy to prove it to the instructor.

25. Discussion We hope we generated the ideas in a proper way to be ready to gothe third step of the heuristic. In this meeting we were more comfortable together because we know each other well and were viewed our work many times to make sure we have done ourwork in a good way to show to our instructor that we are developingour problem solving skills.

26. Artifacts Selection

27. Context This is the third part of L3 assignment, L3-C. In this part we will decide the course of action by using the techniques in chapter 5 of Fogler and LeBlanc book. We hope we will demonstrate a high level of understanding for this step of the heuristic.

28. KTDA Table After we used KTDA Table we get four alternative solution from nine.

29. Adverse Consequences: • Toy Helicopter: • Toy car:

30. As you can see from the results above the toy helicopter is the best choice because it has gotten a less number than the toy car, so after using the techniques in chapter 5, our artifact will be the toy helicopter. And now we will estimate the cost of our top 2 artifacts.

31. Discussion After these studies we finally settled to one artifact which is the toy helicopter. We hope we have done the work in the right way and we really have chosen the best artifact because if not we are going to face a lot of blocks in the next assignments. We also wish that we showed how our team is working and the level of learning we have reached to through the concept sessions.

32. Implementation

33. Work Agenda: 1.K.T DA table.(Table 1) 2.Gantt chart.(Figure 2) .

34. Context This is the work for the fourth part of L3 assignment, L3-D. Here we will use the fourth step of the heuristic, implementation, we will use the techniques represented in chapter 6 of Fogler and LeBlanc book such as K.T situation analysis table, Gantt Chart and we will show the parts of our artifact after dissection process with some explanation about each part work.

35. Gantt Chart

36. Discussion This assignment was really helpful to us because we now know our artifact better than before and we determined how we are going to develop it for the next assignment L3-E. we hope we demonstrated our level of learning for this step of heuristic. Now we are ready for the next step and we hope we will be able to do it better than this assignment.

37. Evaluation

38. Context This is L3-E assignment, which is the fifth and the last step of L3 assignment. It is about evaluation our final product from all aspects that we are concerned about. We hope we would evaluate our product very well to present our real level of learning to our grader.

39. BOM Bill Of Materials:

40. Initial assembly plan First Assembly plan:

41. KTPPA

42. Final assembly plan

43. The test of the final assembly plan We will test our assembly plan by assessing our plan by ourselves and then we let the expert assess it and see what is wrong in it to get his approval, which we must get before applying the plan. • Our assessment is not professional but most of us liked it and said it is • pretty clear but member 2 said that it is not detailed enough. 2. The expert assessment took 15 minutes. He saw the KT PPA table, which he liked and said that we used it well and covered most of the holes in the first assembly plan, and the final assembly plan, which he liked too but he said that it needs more improvements in showing the details of each part but its enough for the current situation where we don’t have time. After this test and the KT PPA table we believe that we came up with a good plan to start with it our developing process to submit out project on time and properly. Now we will discuss the impacts of our final product after developing.

44. Evaluation • Environmental Impact The toy helicopter operates by electricity and the camera also has a receiver, which operates by electricity so that’s one of the factors that affects the environment by using energy to create electricity which causes air pollution by the produced gases from this process. Electricity from renewable resources such as solar, geothermal, and wind technologies generally does not contribute to climate change or local air pollution since no fuels are combusted in these processes.

45. Social and Cultural Impact: The toy itself has no remarkable social or cultural impact except that it is a way to entertain the children although it could disturb people because it flies and that’s dangerous to people because it could hurt them but after installing the camera there will be an additional impacts to those previously mentioned such as that it would be safer for people if it is used as a security device but at the same time for some people it is unwelcome idea because they prefer the regular security guy so it is going to create a conflict and change the culture of the security ways.

46. Discussion We hope that we have made our point clearly and our final product was evaluated well by all the techniques we have studied in this course. After this assignment we believe that our developing idea for the artifact is a good and useful idea so we hope that it would gain your admiration and the market would accept it as a start for a whole new security market.

47. Final cost estimation:

48. The Marketing Plane We will try to make this entertaining toy a more useful product because the camera we have installed in the toy helicopter will give it a whole new uses such as security device, monitor for wide areas like football play ground and to get to a higher places without getting there. so we believe that our product will hit the market if we have the appropriate financial support especially at the security market.

49. Evaluation

50. Context This is L3-E assignment, which is the fifth and the last step of L3 assignment. It is about evaluation our final product from all aspects that we are concerned about. We hope we would evaluate our product very well to present our real level of learning to our grader.