Engineering 185-T1 is designed for those transfer students that are missing a hands-on lab component in their transfer credits. These students typically have already completed requirements in Technical Graphics, CAD and MatlabŪ programming covered in Engineering 181 & 183 of the regular FE sequence.
The course is structured around a quarter-long design-build project which accounts for 40% of the course grade. The object of the project is to design and build a working scale model of a roller coaster that conforms to specific constraints. The challenge is to build a functional roller coaster out of plastic tubing and simple hardware within 30 minutes that allows a nylon ball to travel a distance of 25 feet over a track consisting of various loops, curves and bumps.
The initial labs are designed to provide a background in applied physics required for the successfully completion of the project. Students learn about the parameters, analysis and the process required for their designs. They also collect data on some of the variables in the process in order to build a robust and stable design. The initial labs therefore cover topics in basic physics such as:
- Various forms of energy and those that are useful in producing work
- Principle of conservation of energy
- Friction and other energy losses
- Use of switches and sensors in building an electronic speed-trap circuit for measuring the speed of a moving object
- Additional non-technical skills related to the project such as brain-storming, project planning and ethics in engineering are also covered.
The second half of the course is devoted to hands-on building of the designs produced by the student teams. However, a lot of emphasis is placed on the initial design and the engineering analysis it is based on. Based on the principles of physics covered earlier, teams are encouraged to calculate the velocity of the ball throughout its path. Students then design a structure and track profile that allow for exciting changes in velocity and direction while maintaining control of the ball at all times. The idea is to encourage a true "Engineering Design" process based on solid mathematical analysis before the assembly begins instead of a haphazard trial-and-error process to put together a erratically build structure.
As part of the project deliverables, teams are required to provide detailed and dimensioned drawings of their designs and have the option of virtually assembling their design in InventorŪ. Team are also encouraged to maintain design documentation in the form of a "Project Notebook" which includes their initial designs, analysis, project schedules, design modification and a final design performance report.
At the end of the quarter, student teams within a lab section compete against each other. The best team from each section gets a chance to compete against the winners of other sections to determine the best design in the entire course. Teams are judged on the basis of engineering analysis, stability and creativity of designs, and the thoroughness of their documentation. Teams also make a formal presentation based on the performance of their design, which helps develop oral communication skills.
