Curriculum development in the MSc in Mechanical Engineering program at Chalmers

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Curriculum development in the MSc in Mechanical
Engineering program at Chalmers

• Johan Malmqvist
• Product Production Development
• Chalmers University of Technology
• SE-412 96, Göteborg, SWEDEN

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Structural changes

• Chalmers educational system is like other Swedish
  schools evolving towards a 3-5-8 model
• Progress has generally been slow mainly due to
  discussions on how to interface with Chalmers
  3-year BTech (högskoleingenjör) programs
• principle decision may be taken on June 13
• other issues include the name of the degree and
  the PhD programs
• Chalmers M has focused the development of MSc
  programs (or avslutningar) over which we have
  more control

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MSc programs at Chalmers M

• Duration 1 1/2 years, will be 2 years in the
  future
• International Master programs (taught in English,
  aim for 50 international students)
• Current Automotive Engineering
• Advanced Materials
• Start 2002 Naval Architecture
• Computational and Experimental Turbulence
• Start 2003 Sustainable Energy Systems
• Electronics Production
• Mechanical Engineering
• National Master programs (primarily taught in
  Swedish, mostly Swedish students)
• Product Development
• Production Development
• Industrial Design Engineering, Mechatronics,
  Automation forthcoming

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Course (element) development
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Machine Elements and Manufacturing Engineering
joint project - Introducing a Design-Build
experience

• Project used as vehicle to
• Practice collaboration and project management
  (Concurrent engineering)
• Apply theory from courses in Machine Elements and
  Manufacturing Engineering
• Gain insight and understanding on how to use
  design and analysis methods throughout the
  product realization process
• Practice oral and written communication skills
• Projects from industry - realistic and motivating
• Passenger car handle (Volvo Car Corp)
• Fan valve for airfreight container (Envirotainer)
• Adjustable bracket for radio link antenna (Viking
  Microwave)

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Design process
The purpose
Who? Why? When?
What ? (Max, min, number, weight etc.)
Assignment
Measurable criteria
How?
Concept development
The process
Functional verification
State requirements spec Functional analysis
Problem definitionProject planning
Analyse and test of prototype
Prototype buidl
Concept evaluationConcept refinement
Idea generation
Kravuppfyllnad
Further development of concept
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Design-build steps
Select concept for prototype manufacturing
CAD modeling (ProE)
Manufacturing
SLA, SLS (CARAN)
Analysis
Function and requirements fulfillment
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Adjustable bracket for radio link antenna
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Results from prototype manufacturing

• Total 71 pcs

• SLA SLS

• Full prototypes were built by adding standard
  parts

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Evaluation

• Positive reactions from the students
• it was fun with physical feedback
• realistic and meaningful - motivating
• oops it didnt work .
• the physical prototype made it easier to find
  weaknesses and come up with improvements
• deeper understanding of the function,
• Teacher perspective
• more motivated students
• industry relevance, deadlines, milestones,
  deliverables
• more work
• reasonable cost (5 700 USD for 71 prototypes)

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Environmentally adapted product development and
manufacturing (Miljöanpassad utveckling och
tillverkning)

• The student shall
• know the most common tools for environmentally
  adapted product development and, among those be
  able to do a motivated choice of tool for an
  industrial product, i.e. formulate the problem.
• know enough of the environmental influence from
  some of the most common engineering materials to
  be able to do a motivated choice of material for
  an industrial product.
• use the chosen tools in order to design an
  environmentally adapted industrial product,
  especially concerning material selection and
  method of production.
• under supervision from teacher make the necessary
  choices of course content and course literature,
  to solve the problem they specified.
• Get familiar with group dialogue, as a way to
  learn and to develop creative thinking.
• Keywords Dialogue, Wholistic view, Problem
  ownership

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Know some common tools Motivated choice of tool,
i.e. formulate problem
Know the environmental influence of some common
engineering materials Motivated choice of material
Design an environmentally adapted industrial
product
Use the chosen tools
Choices of course content and course literature

• Week 1
• 1 lecture on pedagogy, goals, CDIO, dialogue...
• 2 lectures on metals, polymers and environment
• Read Handbok i miljöanpassat materialval and
  Verktygslådan from Ekodesign - praktisk
  vägledning
• vacuum cleaner or computer?

Get familiar with group dialogue, as a way to
learn and to develop creative thinking.
Week 2-7 Choice of course literature and person
who will do the presention Group dialogue on
literature Dismounting analysis Work on the
project - use of literature Study tour
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Evaluation

• Next year
• Just as much freedom, balance with more feedback
  giving security
• Return to the pedagogical goals during the course
  and give feedback from that point of view
• At least 2 presentations per student
• The teachers give one more lecture each
  Inspiring examples

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Product Development project
6-7 STUDENTS MECH. ENG. IND. ENGINEERING
INDUSTRIAL DESIGN INDUSTRIAL BASED
PROJECT (Volvo Cars Trucks, Saab etc.)
COURSE CHANGES
GATE - SYSTEM evaluation, prototypes, budget
COURSE - ELEMENTS Computer-aided
requirements management and robust design
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CDIO syllabus proficiency levels for Product
Development course