{"id":111,"date":"2022-01-14T01:24:41","date_gmt":"2022-01-14T01:24:41","guid":{"rendered":"https:\/\/libraryresources.nse.org.ng\/me270baughman\/chapter\/module-4a-module-overview\/"},"modified":"2026-03-16T13:58:02","modified_gmt":"2026-03-16T13:58:02","slug":"module-4a-module-overview","status":"publish","type":"chapter","link":"https:\/\/libraryresources.nse.org.ng\/me270baughman\/chapter\/module-4a-module-overview\/","title":{"raw":"Module 4A: Overview","rendered":"Module 4A: Overview"},"content":{"raw":"
Module Objectives<\/header>\n
\n
    \n \t
  1. Module Objective 1:<\/strong>\u00a0 Students will be able to create a math model representing the engineering design functionality\u00a0 (CLO1)<\/li>\n \t
  2. Module Objective 2<\/strong>: Students will be able to perform a design failure modes and effects analysis (DFMEA) on the engineering design prototype (CLO1)<\/li>\n \t
  3. Module Objective 3<\/strong>: Students will be able to prepare engineering drawings using engineering graphics\/CAD software for the final design (CLO1, CLO2)<\/li>\n \t
  4. Module Objective 4:<\/strong> Students will identify the appropriate manufacturing\/assembly processes for building a functional prototype (CLO1)<\/li>\n \t
  5. Module Objective 5:<\/strong> Students will identify\/locate locally sourced materials to use in the final engineering design prototype (CL01, CLO4)<\/li>\n \t
  6. Module Objective 6:<\/strong> Students will be able to prepare structured summaries of design tool use and results that possess appropriate structure, grammar and tone (CLO3)<\/li>\n \t
  7. Module Objective 7<\/strong>: Students will prepare a product cost calculation using a bill of materials and within budgetary constraints for the prototype (CLO1)<\/li>\n<\/ol>\n<\/div>\n<\/div>\n

    \"\" Module Highlights<\/span><\/h2>\nIn this module,\u00a0 students will review\/read the content, including watching videos. Students will watch quiz-based\/activity-based videos and complete test for understanding activities. This will prepare students for the teamwork activities of completing a design risk assessment (DFMEA),\u00a0 set of drawings with bill of materials (BOM) for one sub-assembly, and associated manufacturing process instructions (MPIs).\u00a0 The selected sub-assembly will be reviewed by manufacturing (Boyd Lab),\u00a0 and teams will make necessary updates to obtain design manufacturability approval from Boyd Lab. Students will work in their teams and arrange work in accordance with the workplace based on roles\/responsibilities in allocation of work to complete assignment. Students will be able to prepare structured summaries of design tool use and results that possess appropriate structure, grammar and tone<\/span>\n

    Materials, Activities and Assignments<\/span><\/h2>\n
      \n \t
    • Read\/review module content in sequential order as setup in Canvas<\/li>\n \t
    • Watch embedded and associated module videos<\/li>\n \t
    • Discuss in-class and on MS Teams the work progress to ensure work is completed and submitted per Canvas due date<\/li>\n \t
    • Utilize Canvas templates to complete work as outlined in assignment document<\/li>\n \t
    • Utilize Solidworks to complete CAD work as outlined in assignment document<\/li>\n \t
    • Consult and work with Boyd Lab regarding design and part\/components for sub-assembly and related manufacturing process to obtain approval for sub-assembly design<\/li>\n \t
    • Submit module assignment(s):<\/li>\n<\/ul>\n
      Math modeling and failure analysis<\/header>\n
      \n\nStudent teams will use analysis skills to create an engineering math model, brainstorm possible failure modes for your design, and p<\/span>lan for future actions to eliminate failure modes. Students will be able to prepare structured summaries of design tool use and results that possess appropriate structure, grammar and tone.<\/span><\/span>\n\nIn order to successfully complete this assignment , teams will need to allocate work, considering roles\/responsibilities. This interaction may take place in the classroom and on Microsoft Teams. The team will complete the DMADVR toolbox template(s) and submit it to Canvas. This assignment will require teams to work together to get the major tasks completed.\n\nThis activity will help you to develop...\n
        \n \t
      • Module Objective 1<\/strong>:\u00a0 Students will be able to create a math model representing the engineering design functionality\u00a0 (CLO1)<\/li>\n \t
      • Module Objective 2<\/strong>: Students will be able to perform a design failure modes and effects analysis (DFMEA) on the engineering design prototype (CLO1)<\/li>\n \t
      • Module Objective 6<\/strong>: Students will be able to prepare structured summaries of design tool use and results that possess appropriate structure, grammar and tone (CLO3)<\/li>\n<\/ul>\n

        Task<\/h3>\nTeams will have a refined\/completed math model, completed QFD(House of Quality), completed DFMEA and draft report of this section for your final report. T<\/span>eams need to analyze how the selected product concept will actually meet the specifications and avoid serious failures. Constructing a mathematical model allows the team to assess the concept\u2019s ability to meet the specifications. The math model casts product functions as mathematical relationships between inputs, outputs, and control variables. The team will utilize a Design Failure Modes Effect Analysis (DFMEA) to (i) identify potential failure modes in the design and (ii) reduce or eliminate their likelihood of impact on performance, reliability or safety through planned action. Lastly, you will complete or modify section 8 (Engineering Specifications and Benchmarking) and section 9 (the roof) in your QFD. Teams will write a draft of this section of your final report on the modeling process and failure analysis.\n

        Grading Criteria<\/h3>\nGrading is based on the \"Submission Deliverables Expectations\" outlined in the assignment document. This is reflected in the grading rubric available to students on the Canvas once the assignment is opened.\n\n<\/div>\n<\/div>\n \n
        Sub-assembly Design Package Review<\/header>\n
        \n\nStudent teams will utilize their roles\/responsibilities in this assignment to prepare a set of engineering drawings and manufacturing instructions for one sub assembly. The bill of materials (BOM) will be drafted, and analytical skills will be utilized to prepare an initial total prototype cost.\n\nIn order to successfully complete this assignment, the teams must interact\/discuss both in-class and on MS Teams (if needed) the roles\/responsibilities that will lead to workload allocation in this assignment. This assignment relies heavily on allocation tasks in order for teams to come work on individual tasks, and come together to complete and submit the assignment. CAD skills are a key success factor, as are analytical and writing skills. Teams will need to select a subassembly strategically, and this will be a consensus building activity. The Boyd Lab and the instructor are resources for teams to discuss their subassembly determination. The strategic decision will impact the team's work tasks regarding the entire prototype design, assembly\/manufacturing, cost, and testing plan.\u00a0 Student teams will be utilize all appropriate DMADVR toolbox templates to completed work.\n\nThis activity will help you to develop...\n
          \n \t
        • Module Objective 3<\/strong>: Students will be able to prepare engineering drawings using engineering graphics\/CAD software for the final design (CLO1, CLO2)<\/li>\n \t
        • Module Objective 4<\/strong>: Students will identify the appropriate manufacturing\/assembly processes for building a functional prototype (CLO1)<\/li>\n \t
        • Module Objective 5<\/strong>: Students will identify\/locate locally sourced materials to use in the final engineering design prototype (CLO4)<\/li>\n \t
        • Module Objective 6<\/strong>: Students will be able to prepare structured summaries of design tool use and results that possess appropriate structure, grammar and tone (CLO3)<\/li>\n \t
        • Module Objective 7<\/strong>: Students will prepare a product cost calculation using a bill of materials and within budgetary constraints for the prototype (CLO1)<\/li>\n<\/ul>\n

          Task<\/h3>\nTeams will design a subassembly design package for review by the Boyd Lab (manufacturing) to obtain approval of it's manufacturability. Teams will produce a simple CAD or hand sketch of the prototype to ensure sizing requirements of the assignment are met (will fit entirely in the team's storage tote at all stages of the class, and can be placed in the tote unassembled at the end of each class period). No other storage is available. This will be an important step in moving towards approval of the final prototype. A completed and approved set of CAD drawings will be produced for ONE subassembly. Also develop and initial draft of the entire prototype's bill of materials (BOM) with all parts accounted for that are known at the time. Bill of materials will be used as input into the initial Purchase Order draft to be reviewed by Boyd Lab and\/or instructor to include parts\/components only from the approved vendor list. All costs must be within the budget as outlined in the assignment document. A draft of this section of the final report will be produced. The DMADVR toolbox templates that are outlined in the assignment document will be completed by the teams.\n

          Grading Criteria<\/h3>\nGrading is based on the \"Submission Deliverables Expectations\" outlined in the assignment document. This is reflected in the grading rubric available to students on the Canvas once the assignment is opened.\n\n<\/div>\n<\/div>","rendered":"
          \n
          Module Objectives<\/header>\n
          \n
            \n
          1. Module Objective 1:<\/strong>\u00a0 Students will be able to create a math model representing the engineering design functionality\u00a0 (CLO1)<\/li>\n
          2. Module Objective 2<\/strong>: Students will be able to perform a design failure modes and effects analysis (DFMEA) on the engineering design prototype (CLO1)<\/li>\n
          3. Module Objective 3<\/strong>: Students will be able to prepare engineering drawings using engineering graphics\/CAD software for the final design (CLO1, CLO2)<\/li>\n
          4. Module Objective 4:<\/strong> Students will identify the appropriate manufacturing\/assembly processes for building a functional prototype (CLO1)<\/li>\n
          5. Module Objective 5:<\/strong> Students will identify\/locate locally sourced materials to use in the final engineering design prototype (CL01, CLO4)<\/li>\n
          6. Module Objective 6:<\/strong> Students will be able to prepare structured summaries of design tool use and results that possess appropriate structure, grammar and tone (CLO3)<\/li>\n
          7. Module Objective 7<\/strong>: Students will prepare a product cost calculation using a bill of materials and within budgetary constraints for the prototype (CLO1)<\/li>\n<\/ol>\n<\/div>\n<\/div>\n

            \"\" Module Highlights<\/span><\/h2>\n

            In this module,\u00a0 students will review\/read the content, including watching videos. Students will watch quiz-based\/activity-based videos and complete test for understanding activities. This will prepare students for the teamwork activities of completing a design risk assessment (DFMEA),\u00a0 set of drawings with bill of materials (BOM) for one sub-assembly, and associated manufacturing process instructions (MPIs).\u00a0 The selected sub-assembly will be reviewed by manufacturing (Boyd Lab),\u00a0 and teams will make necessary updates to obtain design manufacturability approval from Boyd Lab. Students will work in their teams and arrange work in accordance with the workplace based on roles\/responsibilities in allocation of work to complete assignment. Students will be able to prepare structured summaries of design tool use and results that possess appropriate structure, grammar and tone<\/span><\/p>\n

            Materials, Activities and Assignments<\/span><\/h2>\n
              \n
            • Read\/review module content in sequential order as setup in Canvas<\/li>\n
            • Watch embedded and associated module videos<\/li>\n
            • Discuss in-class and on MS Teams the work progress to ensure work is completed and submitted per Canvas due date<\/li>\n
            • Utilize Canvas templates to complete work as outlined in assignment document<\/li>\n
            • Utilize Solidworks to complete CAD work as outlined in assignment document<\/li>\n
            • Consult and work with Boyd Lab regarding design and part\/components for sub-assembly and related manufacturing process to obtain approval for sub-assembly design<\/li>\n
            • Submit module assignment(s):<\/li>\n<\/ul>\n
              \n
              Math modeling and failure analysis<\/header>\n
              \n

              Student teams will use analysis skills to create an engineering math model, brainstorm possible failure modes for your design, and p<\/span>lan for future actions to eliminate failure modes. Students will be able to prepare structured summaries of design tool use and results that possess appropriate structure, grammar and tone.<\/span><\/span><\/p>\n

              In order to successfully complete this assignment , teams will need to allocate work, considering roles\/responsibilities. This interaction may take place in the classroom and on Microsoft Teams. The team will complete the DMADVR toolbox template(s) and submit it to Canvas. This assignment will require teams to work together to get the major tasks completed.<\/p>\n

              This activity will help you to develop…<\/p>\n

                \n
              • Module Objective 1<\/strong>:\u00a0 Students will be able to create a math model representing the engineering design functionality\u00a0 (CLO1)<\/li>\n
              • Module Objective 2<\/strong>: Students will be able to perform a design failure modes and effects analysis (DFMEA) on the engineering design prototype (CLO1)<\/li>\n
              • Module Objective 6<\/strong>: Students will be able to prepare structured summaries of design tool use and results that possess appropriate structure, grammar and tone (CLO3)<\/li>\n<\/ul>\n

                Task<\/h3>\n

                Teams will have a refined\/completed math model, completed QFD(House of Quality), completed DFMEA and draft report of this section for your final report. T<\/span>eams need to analyze how the selected product concept will actually meet the specifications and avoid serious failures. Constructing a mathematical model allows the team to assess the concept\u2019s ability to meet the specifications. The math model casts product functions as mathematical relationships between inputs, outputs, and control variables. The team will utilize a Design Failure Modes Effect Analysis (DFMEA) to (i) identify potential failure modes in the design and (ii) reduce or eliminate their likelihood of impact on performance, reliability or safety through planned action. Lastly, you will complete or modify section 8 (Engineering Specifications and Benchmarking) and section 9 (the roof) in your QFD. Teams will write a draft of this section of your final report on the modeling process and failure analysis.<\/p>\n

                Grading Criteria<\/h3>\n

                Grading is based on the “Submission Deliverables Expectations” outlined in the assignment document. This is reflected in the grading rubric available to students on the Canvas once the assignment is opened.<\/p>\n<\/div>\n<\/div>\n

                 <\/p>\n

                \n
                Sub-assembly Design Package Review<\/header>\n
                \n

                Student teams will utilize their roles\/responsibilities in this assignment to prepare a set of engineering drawings and manufacturing instructions for one sub assembly. The bill of materials (BOM) will be drafted, and analytical skills will be utilized to prepare an initial total prototype cost.<\/p>\n

                In order to successfully complete this assignment, the teams must interact\/discuss both in-class and on MS Teams (if needed) the roles\/responsibilities that will lead to workload allocation in this assignment. This assignment relies heavily on allocation tasks in order for teams to come work on individual tasks, and come together to complete and submit the assignment. CAD skills are a key success factor, as are analytical and writing skills. Teams will need to select a subassembly strategically, and this will be a consensus building activity. The Boyd Lab and the instructor are resources for teams to discuss their subassembly determination. The strategic decision will impact the team’s work tasks regarding the entire prototype design, assembly\/manufacturing, cost, and testing plan.\u00a0 Student teams will be utilize all appropriate DMADVR toolbox templates to completed work.<\/p>\n

                This activity will help you to develop…<\/p>\n

                  \n
                • Module Objective 3<\/strong>: Students will be able to prepare engineering drawings using engineering graphics\/CAD software for the final design (CLO1, CLO2)<\/li>\n
                • Module Objective 4<\/strong>: Students will identify the appropriate manufacturing\/assembly processes for building a functional prototype (CLO1)<\/li>\n
                • Module Objective 5<\/strong>: Students will identify\/locate locally sourced materials to use in the final engineering design prototype (CLO4)<\/li>\n
                • Module Objective 6<\/strong>: Students will be able to prepare structured summaries of design tool use and results that possess appropriate structure, grammar and tone (CLO3)<\/li>\n
                • Module Objective 7<\/strong>: Students will prepare a product cost calculation using a bill of materials and within budgetary constraints for the prototype (CLO1)<\/li>\n<\/ul>\n

                  Task<\/h3>\n

                  Teams will design a subassembly design package for review by the Boyd Lab (manufacturing) to obtain approval of it’s manufacturability. Teams will produce a simple CAD or hand sketch of the prototype to ensure sizing requirements of the assignment are met (will fit entirely in the team’s storage tote at all stages of the class, and can be placed in the tote unassembled at the end of each class period). No other storage is available. This will be an important step in moving towards approval of the final prototype. A completed and approved set of CAD drawings will be produced for ONE subassembly. Also develop and initial draft of the entire prototype’s bill of materials (BOM) with all parts accounted for that are known at the time. Bill of materials will be used as input into the initial Purchase Order draft to be reviewed by Boyd Lab and\/or instructor to include parts\/components only from the approved vendor list. All costs must be within the budget as outlined in the assignment document. A draft of this section of the final report will be produced. The DMADVR toolbox templates that are outlined in the assignment document will be completed by the teams.<\/p>\n

                  Grading Criteria<\/h3>\n

                  Grading is based on the “Submission Deliverables Expectations” outlined in the assignment document. This is reflected in the grading rubric available to students on the Canvas once the assignment is opened.<\/p>\n<\/div>\n<\/div>\n","protected":false},"author":1,"menu_order":1,"template":"","meta":{"pb_show_title":"","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-111","chapter","type-chapter","status-publish","hentry"],"part":110,"_links":{"self":[{"href":"https:\/\/libraryresources.nse.org.ng\/me270baughman\/wp-json\/pressbooks\/v2\/chapters\/111","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/libraryresources.nse.org.ng\/me270baughman\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/libraryresources.nse.org.ng\/me270baughman\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/libraryresources.nse.org.ng\/me270baughman\/wp-json\/wp\/v2\/users\/1"}],"version-history":[{"count":1,"href":"https:\/\/libraryresources.nse.org.ng\/me270baughman\/wp-json\/pressbooks\/v2\/chapters\/111\/revisions"}],"predecessor-version":[{"id":112,"href":"https:\/\/libraryresources.nse.org.ng\/me270baughman\/wp-json\/pressbooks\/v2\/chapters\/111\/revisions\/112"}],"part":[{"href":"https:\/\/libraryresources.nse.org.ng\/me270baughman\/wp-json\/pressbooks\/v2\/parts\/110"}],"metadata":[{"href":"https:\/\/libraryresources.nse.org.ng\/me270baughman\/wp-json\/pressbooks\/v2\/chapters\/111\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/libraryresources.nse.org.ng\/me270baughman\/wp-json\/wp\/v2\/media?parent=111"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/libraryresources.nse.org.ng\/me270baughman\/wp-json\/pressbooks\/v2\/chapter-type?post=111"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/libraryresources.nse.org.ng\/me270baughman\/wp-json\/wp\/v2\/contributor?post=111"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/libraryresources.nse.org.ng\/me270baughman\/wp-json\/wp\/v2\/license?post=111"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}