Applied Product Design of Autonomous Surface Vehicle-Mandakini Catra Based on Collaborated Design between Bengawan Unmanned Vehicle and Extracurricular Education Teams

Several reports indicate that it is now necessary to modify our consumption patterns (food and manufacturing products, energy, etc.) and production to reduce our negative impacts on the planet. Companies have already evolved with sometimes varied motivations (strategy of greening their image, compliance with regulations or opportunity for innovation) but to support these developments one of the main axes to achieve this objective is education and training. Acting on business strategies and more practically from product design by making engineers take the notion of sustainability into account in their decisions is a crucial issue. To do this, they must master the knowledge and skills to modify and reduce our impact on the environment and have a comprehensive understanding of the complexity of our society. Such a context obliges to integrate non-technical competencies in curricula and a disciplinary trainings. In this paper, we present a competency-based model to support university and teams of teachers in creating such curricula and courses. We provide some guidelines and examples of activities to help teachers to identify which type of skill mix is addressed at different levels of acquisition.

The inception of the Aerospace Engineering Sciences, Aerospace Engineering Curriculum 2000 provided a unique opportunity to introduce the ProActive Philosophy for Teaching and Learning. The curriculum was reformed both in content and teaching methods. It shifted emphasis from compartmentalized basic science, mathematics, and engineering science courses to those designed to integrate topics, provide hands-on experiential learning, and a renewed focus on product design. The new curriculum employs the resources of the Integrated Teaching and Learning Laboratory to incorporate a hands-on component for core undergraduate courses. The ProActive Teaching and Learning Philosophy was implemented with the new curriculum. This philosophy enforces student preparation and capitalizes upon this preparation to replace the conventional, passive lecture with an interactive session in which all students actively participate in topical discussions. In addition, team teaching is now the standard in the sophomore and junior courses.

The objective of this paper is to describe a problem based learning module, called the “Energy Cube”, offered by Dublin Institute of Technology that is designed to teach mechanical, building services and manufacturing engineering concepts to first year engineering students. The Energy Cube project gives students hands-on experience in areas ranging from heat transfer, lighting and energy efficiency to industrial and product design. In the Energy Cube, students design and construct (using cardboard, clear plastic, and glue) a model of a building that admits as much daylight as possible while being energy efficient and aesthetically pleasing. The students, working in teams of four, complete most of the work within six four-hour blocks allotted for the project. Each week, students are given specific goals: (1) generate design specifications, (2) create an evaluation matrix and use it to select two preliminary designs, (3) choose one final design and make detailed construction drawings, (4) construct the final model, (5) test performance of models and record results, (6) submit and present a final report that includes recommendations for improvement. Performance tests determine what percentage of available ambient light reaches the interior and how much heat (generated by an incandescent light bulb) is retained over a 30minute period. Quality of construction is measured using an air tightness test. The teaching team, comprised of engineering and design educators, assesses aesthetics subjectively. Individual contributions are evaluated using attendance records and peer assessments. Student feedback, via a survey, was positive regarding teamwork and team-building. It also showed a good balance among the diverse learning outcomes.

Design of complex cyber-physical products and systems such as aircrafts, cars, underwater vehicles, robotic arms, etc., is a lengthy process in which designers across multiple teams rely on well established engineering workflows executing simulations of various fidelities. These workflows usually implement, at some point in the design process, high-fidelity physics-based simulations that involve solving ordinary and/or partial differential equations (PDEs) in the different disciplines considered (e.g., fluid dynamics, structures, heat transfer, dynamics and controls etc.). While significant research is being conducted in developing algorithms to solve these PDEs faster, there is currently a reliance on data-driven reduced order modeling (ROM) to augment or replace the traditional simulations; however, these ROMs are mainly employed during the asset operation phase rather than their design. Additionally, the need for these simulation acceleration techniques is enforced by the need for mission optimized designs, for example in the case of unmanned aerial vehicles and unmanned underwater vehicles. With optimization becoming more prevalent in engineering, geometric changes are often enforced in the design exploration processes. Thus, it is essential for the ROMs to handle geometric changes. When considering ROMs, projection-based techniques rely on having a grid of points (i.e., mesh) which are projected into a common lower-dimensional manifold. In the presence of geometric changes, mesh morphing techniques have recently solved this issue provided modification of the geometry and mesh generation steps is possible; however, in many practical situations designers only have access to a black-box workflow whose steps cannot be edited or the mesh morphing skills needed are not immediately available or are simply prohibitive. Thus, we present a design-focused ROM which can be coupled with existing black-box computer-aided engineering workflows. We demonstrate the ability to develop ROMs in practical situations where designers have only access to a black-box workflow. Our proposed method converts varying geometry results from black-box workflows into a common dimension mesh which enables known ROM techniques to be applied during the product design phase. We apply these methods to accelerate fluid mechanics simulations and strength analysis in the design of unmanned underwater vehicles. For these design cases, the proposed method reconstructs the relevant fields with more than two order of magnitude speed-ups with minimal loss in accuracy.

Climate change presents huge challenges to the already-complex decisions faced by U.S. agricultural producers, as seasonal weather patterns increasingly deviate from historical tendencies. Under USDA funding, a transdisciplinary team of researchers, extension experts, educators, and stakeholders is developing a climate decision support Dashboard for Agricultural Water use and Nutrient management (DAWN) to provide Corn Belt farmers with better predictive information. DAWN’s goal is to provide credible, usable information to support decisions by creating infrastructure to make subseasonal-to-seasonal forecasts accessible. DAWN uses an integrated approach to 1) engage stakeholders to coproduce a decision support and information delivery system; 2) build a coupled modeling system to represent and transfer holistic systems knowledge into effective tools; 3) produce reliable forecasts to help stakeholders optimize crop productivity and environmental quality; and 4) integrate research and extension into experiential, transdisciplinary education. This article presents DAWN’s framework for integrating climate–agriculture research, extension, and education to bridge science and service. We also present key challenges to the creation and delivery of decision support, specifically in infrastructure development, coproduction and trust building with stakeholders, product design, effective communication, and moving tools toward use.

OBJECTIVES/SPECIFIC AIMS: Innovation in healthcare is increasingly dependent on technology and teamwork, requiring effective collaboration between disciplines. Through an intensive team-based competition event, Mount Sinai Health Hackathon 2017, aimed to harness the power of multidisciplinary and transdisciplinary collaboration to foster innovation in the field of cancer. Participants were immersed in an intensive weekend working in teams to develop technology solutions to important problems affecting patients and care providers in the field of cancer. The learning objectives were to enable participants to: Identify cancer-related healthcare problems which lend themselves to technology-based solutions. Delineate key behaviors critical to multidisciplinary team success Identify optimal strategies for communicating in multidisciplinary teams. Engage and inspire participants to apply knowledge of technology to meaningfully impact clinical care and well-being. METHODS/STUDY POPULATION: The Mount Sinai Health Hackathon is an annual 48-hour team-based competition, using a format adapted from guidelines provided by MIT Hacking Medicine. The 2017 event gathered a total of 87 participants (120 registered), representing 17 organizations from as far away as California, with a diverse range of backgrounds in bioinformatics, software and hardware, product design, business, digital health and clinical practice. The overall participation model included: Phase 0: Health Hackathon 101 summer workshops; Phase 1: pre-Hackathon priming activities using online forums Trello and Slack; Phase 2: a 48-hour onsite hackathon to catalyze innovation through problem sharing, solution pitches, team formation and development of prototype solutions; Phase 3: competitive presentations to judges and prize awards; Phase 4: a suite of post-hackathon support to stimulate continued development of innovations. The event sponsored by ConduITS, was also co-sponsored by Persistent Systems, IBM Watson, Tisch Cancer Institute, Sinai AppLab, Sinai Biodesign and other ISMMS Institutes. Mentors circulated throughout the event to support the teams in the technical, clinical, and business development aspects of their solutions. In total, the 14 teams formed during the Hackathon, created innovations ranging from diagnostic devices, networking apps, artificial intelligence tools, and others. The top 3 teams were each awarded $2500 to support their projects’ future development. RESULTS/ANTICIPATED RESULTS: Qualitative and quantitative post-event survey data revealed the Hackathon experience fostered collaborative attitudes and a positive experience for participants, providing insight into the potential benefits of team science. In the post-event survey (n=24) 92% of participants reported that the experience increased their ability to solve problems and 96% made new professional or personal connections. In addition, 96% of respondents would attend future Hackathon events and 75% reported they were likely to continue working on their project after the Hackathon. Qualitative feedback from 1 participant reported it was: “a wonderful event that really highlighted how much interdisciplinary team science can achieve.” Along with intermediate support interactions, including the winning teams participating in a Shark Tank style event with pitches to external entrepreneurs and investors, all teams will be followed up in 6 months time to determine if participants continue to work on projects, file new patents, create new companies, or leverage the new connections made through the Health Hackathon experience. DISCUSSION/SIGNIFICANCE OF IMPACT: Our experience indicates that a Health Hackathon is a compelling and productive forum to bring together students, trainees, faculty, and other stakeholders to explore tech-based solutions to problems in cancer and other areas of biomedicine. It is a valuable tool to foster collaboration and transdisciplinary team science and education. Follow-up analysis will determine to what extent the Mount Sinai Health Hackathon is contributing to an ecosystem that encourages professionals and trainees in healthcare and in technology development to work together to address unmet needs in healthcare with innovative technology solutions.

In some instances, the consumer needs of a product naturally and predictably change over time. Providing solutions that anticipate, account for, and allow for these changes is a significant challenge to manufacturers and design engineers. Products that adapt to these changes through the addition of modules reduce production costs through product commonality and provide a set of products that cater to customization and adaptation. In this paper, a multiobjective optimization design method is developed and used to identify a set of optimal adaptive product designs that satisfy changing consumer needs. The novel intent of the proposed method is to design a product that adapts to changing consumer needs by moving from one location on the Pareto frontier to another through the addition of a module. The five-step method is described as follows: (A) Characterize the multiobjective design space. (B) Identify the anticipated regions of interest within the search space based on predicted future needs. (C) Identify the platform design variables that minimize the performance loses due to commonality across the anticipated regions of interest. (D) Determine the values of all design variables for the optimal product design in each region of interest by multiobjective optimization. (E) Identify the module design variables, and identify the platform and module designs by constrained module design. The design of an unmanned air vehicle is used to demonstrate the method.

Take critical thinking, curriculum integration, authentic assessment, team teaching, practical problem solving, varied instructional strate gies, and hands-on engagement. Add business and college support, high student interest, creative use of time, and collaboration between acad emics and technologies and the result is Product Design Engineering, a process that can be adapted to the needs of a wide range of students and teachers in middle level and high school settings.

In the face of increasing international competition, U.S. space programs of the 90s must result in systems with dramatically improved operability and reliability and dramatically reduced cost. Current systems engineering approaches appear inadequate for this challenge. Quality Function Deployment is a new, yet proven tool which advances systems engineering to meet the demands of the 1990's. Quality Function Deployment (QFD) is a systematic way of capturing the skills and experience of cross-functional teams in designs that reflect customers' desires. This philosophy emphasizes concurrent product and process design involving design engineers, manufacturing, launch operations and the customer early in the concept design phase. Translation and flowdown of customer requirements is accomplished through the use of a series of tiered matrices known as the of Quality. This paper describes a QFD activity specifically aimed at the Advanced Launch System (ALS) cryogenic tanks. This area was chosen because of its relatively well defined scope, and its significant impact on cost, operability, and other program objectives. The effort was organized by the ALS government program office and was supported by a multidisciplinary team of government and contractor personnel. The QFD process was accomplished through a software implementation of the House of Quality and the guidance of a facilitator. Three sessions have resulted in a fop level QFD matrix which This paper is decIared a work of the U.S. Government and is not subject to copyright protection in the United States. identified a manageable number of issues and approaches worthy of greater attention. It has also improved the communication between organizations and functional disciplines. U. S. space programs are faced with the same customer behavior that all U. S. industries are feeling, customers that demand high quality products which are dependable and low cost. The objective of the Advanced Launch System (ALS) is to provide a highly reliable and operable launch vehicle at a congressionally mandated $300/lb of payload into low earth orbit. ALS must also meet its launch goals of payload to space without costly delays. Gone are the days of money is no object. Current unmanned recurring launch vehicle costs are estimated at $3000/lb. ' This figure is a result of manufacturing and operation systems fraught with conflicting resource requirements, assembly problems, high scrap and rework, and cumbersome rules and regulations. In order to quantify the benefits of proposed ALS alternatives, we must first understand this business as usual baseline and use it as the measure of merit for all suggested improvements. The goal of the ALS is to provide an order of magnitude reduction in cost. To meet this goal may require a revolutionary change from the business-as-usual approach. This demand has led to the need for implementing a Total Quality Management (TQM) philosophy where higher quality products lead to a reduced life-cycle-cost. Quality, cost, timeliness, and productivity are often viewed as conflicting elements that require making tradeoffs. A new product development theory called Quality Function Deployment (QFD) has emerged to offer an optimum compromise between seemingly conflicting alternatives. QFD also identifies design characteristics that contribute most to customer requirements. The results of a QFD exercise can thus focus any cost benefit analysis between business as usualn designs and suggested improved designs. Quality Function Deployment has been successfully applied to product development here in the United States, usually on automotive and computer application^.^ Aerospace industry QFD case studies and efforts are just now beginning to appear in print. '.4s Furthermore, applying QFD to a launch vehicle subcomponent is not known to have been attempted. The ALS cryogenic tank was selected as a QFD case study because the airframe contributes most to the recurring cost of existing unmanned launch vehicles. This study focuses on the principles of QFD as applied to cryogenic propellant tank development for the Joint NASA-US Air Force ALS Program.

International standards have proven invaluable in the technology sector for developing functional and reliable products for the global marketplace. Standards provide performance criteria that technical engineers can use to design products to optimize the reliability and safety of new products. For example, standards have played a decisive role in the development of products associated with the senses of vision, audition, and touch. The design of products that perform automated “visual” tasks including unmanned vehicles, autonomous robots, optical tracking systems, and highway traffic monitoring devices has relied heavily on standards as well as technical regulations. Likewise, standards related to the sense of hearing have played a major role in the development of devices and systems that assist or mimic “audition” including cochlear implants, hearing aids, and voice and speech recognition systems. Standards related to the sense of touch have been seminal in the design of robotic arms and prosthetic hands. Unlike the senses of vision, audition, and touch, there are, however, no formal standards for electronic devices called e-noses and e-tongues that are designed to detect and evaluate odors and tastes. The purpose of this opinion piece is to give a brief background on the senses of smell and taste, to describe why standards for e-noses and e-tongues are needed, and to call for IEEE volunteers to participate and collaborate on technical standards development to ensure that machine olfaction and taste provide reliable and reproducible results that are comparable to human smell and taste.

Dispatches

The paper reviews the results of the creative team of teachers and students to explore the possibilities of recycling some construction waste. The analysis of publications in the sphere of ecological design testifies to the constant search of ways of recycling of different types of waste. The authors have focused their attention on the potential of using construction waste, the amount of which increases every year. The purpose of the study is to teach students to design furniture objects using recycled plastic pipes through educational Smart-technologies. The use of new Smart-technologies guarantees the achievement of the desired result. Their implementation was carried out in a distributed learning environment in stages. Preparatory stage: study of environmental problems and ways to overcome them, characteristics of construction waste, production and disposal of plastic pipes and existing ways of their recycling. Experimental stage: the study of plastic as a material for the manufacture of pipes, the technology of their manufacture, methods of connection; the development of an artistic and imaginative concept of furniture sets using plastic pipes. The final stage: the study of the possibilities of the project; the production of a prototype of the product in full size. The results of the study can be viewed from two positions: pedagogical and technological. From a pedagogical point of view, it is the promotion of students consciousness in the field of environmental design. From the technological point of view the formulation of methodological recommendations for the design of high-quality products from secondary raw materials.

As the pace of societal and business change intensifies, so does the need to update curricula and innovate and optimize the delivery of courses within higher education institutions. Using an exploratory case study, we studied the use of Design Thinking as a course design method for designing an undergraduate entrepreneurship course. Despite being most commonly known as product or service design methodology, Design Thinking has shown promise as an innovation-oriented approach to course design. The case study shows how unlike traditional course design methods, the Design Thinking method is more empathetic and focused on the needs of students, is iterative, and supports creative solutions for key problems in the course. The key mindsets the teaching team developed were: (1) treating a course as an ever-evolving prototype; (2) empathizing with customers (students) to understand their beliefs, motivations, and needs; (3) rapidly responding to student feedback and consequently altering the prototype; and (4) changing the role of faculty members to not just deliver content but also to develop necessary skills and mindsets as well as to offer active support to student teams during project work. Some challenges of the method, such as the costs of continual prototyping, are also examined. This study adds to the limited body of literature on the use of Design Thinking in higher education for course design and innovation.

The semantics of product design enables to visualize the function of the product and promote communications between the products and the designers. However, the existing theories and methods of product design are lack research on the integration of modeling concepts, domain-specific knowledge, and decision-making. For this reason, this paper proposes a C-D-K theory which is supported by a semantic modeling approach. Firstly, KARMA modeling language, which is a semantics modeling approach, is used to support the formalization of concept space (C) and decision space (D), in which space C is expanded based on the RFLP design framework, and space D is based on PEI-X decision workflow to realize decision problem modeling. Then based on the Open service lifecycle collaboration (OSLC) specification, domain-specific knowledge is represented based on the unified expression of resources in the knowledge space (K), which is used to integrate knowledge to semantics models constructed by KARMA language. Finally, the feasibility and effectiveness of the proposed semantic modeling approach are verified by the case of an unmanned detection vehicle design. From the result, we find the semantics modeling approach enables to integrate semantic models and knowledge based on the C-D-K theory.

We revealed the meaning of the workshop classes at extracurricular education institutions, extracurricular and extracurricular work at school. The organization of activities and provision of the educational process in out-of-school education institutions during martial law was analyzed. Regulatory documents and recommendations, which are expedient to be followed by the head of the circle in the modern conditions of providing educational services, are summarized. The peculiarities of the organization and conducting of group classes in remote mode were analyzed and the conditions that arise in the process of such training were determined. The advantages of distance learning and a set of measures for its implementation are revealed. There are means of providing educational materials for students of the group; means of monitoring the performance of assigned tasks; means of interactive cooperation between the teacher and students; the possibility of supplementing the course with new information. Forms of conducting group classes and available software products at the beginning of the organization of remote form of group work are proposed. It is noted that under the guidance of a technology teacher, students are engaged in art-aesthetic, scientific-technical circles and design products from various construction materials. The main stages of product design are described. It is noted that the workshop activity is related to the involvement of students in understanding the world of art, science, technology and engineering. It has been established that the competences are formed in students in classes. There are cognitive, practical, creative, social competences. It is noted that the result of group work depends on the organization and proper planning of activities in classes, chosen forms, traditional and innovative teaching methods. A survey of students was conducted. It was established that group activities are useful and interesting for students. It is necessary to take into account the needs, personal abilities and educational opportunities of pupils. It was found that the importance and relevance of this research is due to the need to find new approaches to the workshop activity to determine the conditions of their effective activity in connection with taking into account modern conditions of education, the importance of developing methodological support for the implementation of a remote form of conducting classes and the further implementation of the STEM approach.