Workshop Objectives, Goals, Modes

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Workshop Objectives, Goals, Modes Peter Young
The Wallenberg CDIO Program
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WORKSHOP PROJECT OBJECTIVES

• To introduce design-build-operate experiences
  directly into curricular courses
• Active, team-based, hands-on project work
• Preparation for future work in engineering
  systems and product development

Workshop experiences - fundamental to teaching
CDIO skills!
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WORKSHOP STRATEGY

• Design teaching lab facilities to allow students
  hands-on experiences in modern practices of
  conceiving, designing, implementing, and
  operating of complex engineering systems

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WORKSHOPS - 1ST YEAR GOALS

• Analyze support needed in basic and advanced CDIO
  courses
• Identify potential lab modes
• Interface with curricular and pedagogic teams

Extensive coordination among Workshop development
teams
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WORKSHOPS DEVELOPMENT PHASES

• MIT I-O Learning Laboratory
• Chalmers C-D-I-O of Physical Prototyping
  Workshop, I-O IDE Studio
• LiU C-D electronics and technology courses
• KTH C-D-I-O aerodynamics, lightweight
  structures course
• Each university is progressing through workshop
  CDIO development cycles

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WORKSHOP DESIGN - ANALYSIS OF EDUCATIONAL MODES

• 21 educational modes identified
• Key fundamental characteristics
• Dedicated vs. shared space
• Duration of use
• of people
• Communications
• Facility requirements (power, data, storage)
• Usage duty cycle
• Degree of supervision
• Safety issues
• Conclusion educational modes highly interactive
  with workshops design

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MODAL ANALYSIS
Design Project Mode (16.82,83,89) -Larg
e scale project -Term length -Virtual
design -Dedicated space -Breakout / report-back
space
Large Systems Mode (MEng, SDM) -Year
scale -Design intensive -Dedicated space -Product
thrust -Close connectivity to outside
Tinkering Mode -Occasional -Temporary work space
Class Lab Mode -Occasional use -Week
duration -Storable
62X/UROP Mode -Desktop project -1 to 2
terms -Student developed
Research Design Support Mode -In and out
capability -Temporary design space use by
team -Weeks to months
Grad Thesis Mode -1 years -Equipment
needs -Dedicated space -In and out capability
Outreach Mode -Weekly -Accommodate
visits, lectures, presentations
Large Student Project Mode -Large scale
project -Dedicated space -Large components -After
hours
Teaching in Labs -Occasional -Presentation
area -Demonstrations
Linked Projects Mode -Connectivity
(multi-disciplinary) -Term or less -Multi-use lab
experiments -Joint labs/designs
Income Generating External Mode -Ongoing -In and
out testing -Days/weeks -Dedicated space
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DESIGN THEMES PRIMARY THEMES THAT CONTRIBUTE TO
SUSTAINABLE SUCCESS

• Flexible use - to serve many purposes and easily
  reconfigured
• Scaleable - adaptable for project sizes from
  components (landing struts) to sub-systems (GNC
  subsystem) to complete large scale systems
  (aircraft, spacecraft, ATC)
• Wired - internally networked equipment, data
  acquisition systems, computational tools, with
  links to local and global information and
  communication networks
• Integrated - with curriculum, pedagogy, other
  labs
• Coordinated - with other departments
  technologies and MIT facilities
• Accessible - easy to use whenever and however
  needed
• Supportive - of a few large unique facilities
  for education (e.g. wind tunnels)

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SUMMARY

• Workshops development following C-D-I-O
  sequence
• Analysis of educational modes key to design
  process
• Strong interaction with
• Other Workshop partners
• Curriculum, TL, Assessment teams

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Workshop Development at MIT Peter Young
The Wallenberg CDIO Program
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MIT WORKSHOP GOALS

• Major commitment to hands-on engineering
  education
• Modern facilities and infrastructure for C-D-I-O
  based education
• Workshop development integrated with curriculum,
  pedagogy, assessment efforts

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WORKSHOP DEVELOPMENT AT MIT

• MIT Workshop Schedule
• Fall 1998 Design work completed, architects put
  on contract
• Fall 1999 Laboratory demolition, construction
  begun
• October 2000 Initial limited use of
  laboratories
• June 2001 first full teaching semester completed

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SEAMANS LABORATORY AND STUDENT HANGAR (FLOOR 1)
Conceptual Design and Management Forum
Student Projects Hangar
Dicks Office
Wind Tunnel Operations
Library
Design Office
Network Operations
Design Office
Unified TA Room
Vehicle Operations
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MIT - COMPLEX LEARNING LABORATORY ROBERT SEAMANS
LABORATORY

• Concept Forum
• Aeronautics and Astronautics Library
• Vehicle Operations Area (flight simulators)
• Network Operations Area (network simulators)
• Unified Engineering TA Room
• Al Shaw Student Lounge
• 2 for daily use Project Offices

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GELB LABORATORY (FLOOR 0)
Technical Instructor
Student Project Implementation and Operation
Instrumentation Lab
Design Office
Prototype Shop
Team Clusters
Dons Office
Design Office
Rapid Prototype Shop
Mechanical Projects
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MIT - COMPLEX LEARNING LABORATORY GELB
LABORATORY

• Machine Shop
• Instrumentation Laboratory
• Composite Fabrication Laboratory
• Work table space plus storage for students
  projects

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SEAMANS LABORATORY AND STUDENT HANGAR (FLOOR 1)
Conceptual Design and Management Forum
Student Projects Hangar
Dicks Office
Wind Tunnel Operations
Library
Design Office
Network Operations
Design Office
Unified TA Room
Vehicle Operations
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MIT - COMPLEX LEARNING LABORATORY HANGAR AREA

• Large open area for larger scale student projects
• Two-person human powered centrifuge
• Parent-Child unmanned aerial vehicle
• Two wind tunnels
• Sectioned display GE/Snecma CFM-56 jet turbine
• Structural test stand area

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LEARNING LABORATORY (FLOOR 2)
Electronic Design Center
Design Project Spaces
Pete Youngs Office
Wind Tunnel Operations
Computing Room
CSE
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MIT - COMPLEX LEARNING LABORATORY DESIGN STUDIO

• Computer- and IT-equipped room for project
  designs in the integrated concurrent engineering
  (ICE) mode
• Patterned after ICE facilities in use at JPL,
  Aerospace Corp, others
• 20 networked PCs with shared data bases,
  interrelated development modules
• Primary use, Spring 01 aircraft and spacecraft
  design spacecraft constellation design
• Three side-rooms for storage, smaller groups
  use, etc.

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SPRING 2001 DESIGN-BUILD PROJECTS

• 1st year students Intro. to Aerospace and Design
• Mannequins, lighter-than-air electric propulsion
  blimps
• 2nd year students Unified Engineering
• Electric aircraft payload/speed competition
• 3rd year students Capstone Engineering
• Multi-element optical interferometers
• Engineering prototype for possible future space
  telescope
• 3rd, 4th year students Experimental Projects
• Extracurricular projects cryogenic centrifugal
  compressor rocket engine, solar car, aiaa
  design/build/fly aircraft, NASA zero-g experiment

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UTILIZATION SPRING 2001 USAGE

• Design Room, 2nd floor extremely heavy demand by
  4 design classes (3 undergrad, 1 grad)
• Gelb Project Laboratories, basement heavy use by
  first, second year design-build projects - 24
  teams _at_ 4-5 students
• Intro. to Aerospace and Design
• Unified Engineering
• Seamans Laboratory, 1st floor High demand for
  Concept Forum open study areas widely used for
  group sessions 2 Project Offices very popular
  with T.A.s, students, faculty

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MIT WORKSHOPS - LESSONS LEARNED

• Flexible workspaces key to flexible, adaptive
  usage
• Design Room, project design-build areas
• Heavy demand for Design Room (curricular and
  extra-curricular activities)
• Seamans Laboratory popular as group study
  environments
• Extensive after-hours, weekend use

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NEAR-TERM PLANS

• Complete outfitting of laboratories
• Rapid prototyping CNC foam cutter, composite
  vacuum layup, thermal former
• Evaluate Unigraphics CAD/CAM program
• Complete installation of low-speed wind tunnel
• Possible Web-based control and data readouts
• Support development of additional laboratory
  projects
• SM ltStructures and Materialsgt
• Unified Engineering
• Information systems, electronics

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SUMMARY

• Workshop project - goals and strategy
• Design of work spaces to best suit lab modes
• MITs workshop utilization
• Near-term plans