1. IE201 Introduction to Engineering Design Fall 2006-2007 The Celebration

2. Team1 1- Mostafa Kassem Nagi. 0614080 2- Ahmed Nafel Alharbee. 0611243
3- Haitham Farook Saied
4- Saieed Ali AlGarnee
5- Ali Alomraani

3. Context This is the introduction for the L3 Assignment, which is about
manufacturing to make students in this course know more about
manufacturing. it is divided into parts so we can apply what we
have learnt in the course into steps and gradually.
The L3 sections:
L3-A about defining the problem
L3-B about generating ideas
L3-C about Deciding the course of action
L3-D about implementation.
L3-E about evaluating our work.
Next you will see all the parts of L3.

4. Problem defintion

5. Introduction
This work is for assignment L-3a, the first part of Capstone design project assignment, which is about defining the real problem, the first step of heuristic. We followed Fogler and Leblanc book (Strategies for Creative Problem Solving) to define a problem about students who don’t know enough about manufacturing. We hope that we will be able to define the real problem because it is the most important step for solving any problem.

6. The Definition Process:
We applied five techniques to define the problem correctly:
Gathering Information
Present state /desired state
Dunker Diagram
Statement/Restatement
Evaluating the five definitions

7. 1.Gathering Information:
The first step was to gather information about the problem by one or more of the four steps in table 3-1 of Fogler and Leblanc book which are collect and analyze data, talk with people familiar with the problem, view the problem first hand and confirm all findings. We chose to talk with people familiar with the problem by talking with engineering faculty members and to view the problem first hand by asking KAAU and high school students about manufacturing and the results was as follows.
What we found out form the Engineering faculty members opinion:
The problem is in the student’s life stages from the childhood to the university stage. Parents, environment, school and university are major affects for the student mentality because if parents encouraged the child to discover the things deeply he will grow up to continue doing that in school stage and as a result will know enough information about manufacturing for university.
The result of KAAU and high school students questionnaire:
We found out that almost 8 out of every ten students don’t know any thing about manufacturing and when we asked why most of them said that they were never asked to get information about manufacturing. And also almost 8 out of every ten students never repair something wasted even their belongs such as cars and mobiles. Asking the teachers showed that the teachers themselves have no information about manufacturing so how can we ask them to teach the students when they need a teachers!.
These information shows that students needs guidance to learn anything not just manufacturing but there are no guiders because parents and teachers needs to learn about the importance of manufacturing and this was a result of not dealing with this problem when they were students and keeping ignoring it since their time as students. So students don’t know enough information about manufacturing because they are not guided to do that as a result student can’t react with out guidance.

8. 2.Present state /desired state:
Students don’t know enough information about manufacturing
Students know enough information about manufacturing.
Discussion: This doesn’t work because enough is kind ambiguous and doesn’t determine the information students should get about manufacturing.
Discussion: This is match and shows that students needs to be educated about the manufacturing before they get start Engineering studies.
Present State
Desired State
students who wants to study Engineering don’t know about the importance of manufacturing in engineering.
students who wants to study Engineering know about the importance of manufacturing in engineering.

9. 3.Dunker Diagram:
Ok if students don’t know enough about manufacturing.
Students know enough about manufacturing.
Parents encouragement
Course in manufacturing
Convince them manufacturing is unimportant.
Put them in their suitable positions
First year engineering course.
A high school course about manufacturing.
Enlighten parents of manufacturing.
Sections in engineering unrelated to manufacturing.
Search for another faculty for them.
After doing this diagram we found out that the problem is in the house, school and university.

10. 4.Statement/Restatement:
Current problem statement: Students do not know enough about manufacturing.
Trigger 3:
How can we make students know nothing about manufacturing?
(By answering this question we found out the reasons for the low level of knowledge about manufacturing in the students.)
Trigger 4:
Students don’t have an enough knowledge about manufacturing for engineering.
(This change opens new thoughts. Why isn’t engineering requirements are not known and announced for students.)
Trigger 5:
The problem statement implies that we obviously want the students to know about manufacturing because it is needed in a lot of engineering fields.
Thus, if the engineering faculty could add to the first year Engineering program a course like IE201, which the student should study an artifact and develop it, the students would get a lot of information about manufacturing.
Maybe not! Maybe they don't want to/need to learn about manufacturing .
Trigger 6:
Students' information of manufacturing = k * Number of manufacturing courses.

11. The problem definitions we came up with after using the three techniques:
1.Parents and teachers don’t know about the importance of manufacturing.
2.The negative way the community looks at the people who works in manufacturing.
3.There are no teaching about the manufacturing at schools.
4.The students can’t act without guidance.
5.Students gets into engineering without knowing what it really means and requires.

12. 5.Evaluating the five definitions:
Have all the pieces of the problem been identified?
D1:Yes
D2:Yes
D3:Yes
D4:Yes
D5: Yes
Have all constrains been identified?
What is missing from the problem definition?
D1:Nothing.
D2:Nothing.
D3:Nothing.
D4:Nothing.
D5:Nothing.
What is extraneous to the problem definition?
Have you challenged the assumptions and information you were given to formulate the problem?
Have you distinguished fact from opinion?

13. Discussion
We hope that we have done our work completely without any mistakes. This assignment was really helpful to develop our problem definition skills although it was really hard because it was our first time defining a real life problem. We have discovered that not knowing about such a big part of our lives which is manufacturing and we hope that we wouldn’t repeat the same mistakes with our children as ours did.

14. Idea Generation

15. Introduction
This is the work we have done in L-3b assignment which is about
generating ideas for artifacts to apply what we have learnt about
this step in the concept session. I hope we will be able to
demonstrate comprehension level of learning about the second step
of heuristic.

16. After we have defined the problem in the previous assignment we
are now to generate ideas about the artifact we are going to study
and develop and these are the steps we have followed:
First for our first task about the possible artifacts, each member
of the team has generated 20 possible artifacts.
Then we used Boggle method to exclude the similarities between
our artifacts.
Multi voting was the method to choose our top 10 artifacts.
Then for our second task about the constraints, we brainstormed
constraints and we used Osborn checklist at brain drizzling stage.
Also we brainstormed our desires and used random stimulation to
increase our desires and we used multi voting to choose our
top 4 desires.

17. Electronic dictionary
Brainstorming & Boggle Method
Member 1
Member 2
Member 3
Member 4
Member 5
Receiver
Toy Car
A.C
Mobile
Stereo
Calculator
Toy helicopter
Toy airplane
Camera
Radio
Printer
Car tire
Washing machine
VCR
Watch
Fridge
Microphone
Play station
Phone
Lamp
Fax machine
Bicycle
Alarm clock
Remote control
Scooter
Car
House alarm
Television
MP3 player
Wheel chair
Desk chair
Headphone
Computer
Robot
Clock
CD player
Food mixer
Car stereo
Motor cycle
Safe
Iron
Door
Skaters
Telephone
Computer mouse
Desk
Scanner
Computer keyboard
Electronic dictionary
Toy car
Sensor
Fan
Coffee maker 20 13 9 7 2

18. As you can see from the table 51 artifact from 100
artifact after using boggle method but we need to
minimize the number to 10 possible artifacts so
it’s time for using multi voting system.
we have divided the total left by 3 to get the
number of votes for each member and the result
was 17 votes for each member and here is how we
did the multi voting.

19. The Best Artifacts Sensor. Scooter. Receiver. Car stereo. Wheel chair.
Toy helicopter.
Robot.
A.C.
Toy car.
Desk chair.

20. The Must At the brain storming stage we reached to several musts:
The artifact can be dissected into at least ten pieces.
The price should not exceed 2000 S.R
No chemical involved.
Easy to fix.
Easy to move.
It can be developed.
Shouldn’t cause any damages to people.
It is safe for the members to use and develop.
It is not kind of any weapon.
It should be used daily.

21. Osborn's Checklist It should be used daily. Adapt?
It should help people by making it easier to use it.
It can be developed.
Modify?
It can be developed to be more expensive.
Shouldn’t cause any damages to people.
Magnify?
It doesn’t damage the environment.
No chemical involved.
Substitute?
No dangerous materials involved.
Easy to move.
Rearrange?
Its weight should not exceed 10 kg.

22. The Wants We brainstormed our wants and the result was: Cheap.
Electrical.
Modern.
Easy to develop.
Easy to open.
Big pieces.
Easy to prove it to the instructor.

23. Here we reached to the brain drizzling stage so we have decided to use
random stimulation and we used the table in the book to choose one of
the words randomly:
Nice Nice shape
Office It can be used at the office.
High High quality stuff.
So the result were:
Cheap.
Electrical.
Modern.
Easy to develop.
Easy to open.
Big pieces.
Easy to prove it to the instructor.
Nice shape.
can be used at the office.
High quality stuff.

24. And we used multi voting to choose our top desires.
Cheap.
Electrical.
Easy to open.
Easy to develop.
Big pieces.
Easy to prove it to the instructor.

25. Discussion We hope we generated the ideas in a proper way to be ready
to go the third step of the heuristic. In this meeting we
were more comfortable together because we know each
other well and were viewed our work many times to make sure
we have done our work in a good way to show to our
instructor that we are developing our problem solving skills.

26. Artifacts Selection

27. Context This is the third part of L3 assignment, L3-C. In this part
we will decide the course of action by using the techniques
in chapter 5 of Fogler and LeBlanc book. We hope we will
demonstrate a high level of understanding for this step
of the heuristic.

28. After we used KTDA Table we get four alternative
solution from nine.

29. Adverse Consequences:
Toy Helicopter:
1. Toy Helicopter
Of Occurrence(P)
Seriousness(S)
PXS
Crashing 5 10 50
Unaccepted by the market 8 64
Not to work after developing 7 70
184
Toy car:
2. Toy Car
Of Occurrence(P)
Seriousness(S)
PXS
Crashing 8 10 80
Unaccepted by the market. 7 56
Not to work after developing. 70
206

30. As you can see from the results above the toy helicopter
is the best choice because it has gotten a less number than
the toy car, so after using the techniques in chapter 5,
our artifact will be the toy helicopter. And now we will
estimate the cost of our top 2 artifacts.

31. Discussion
After these studies we finally settled to one artifact which
is the toy helicopter. We hope we have done the work in
the right way and we really have chosen the best artifact
because if not we are going to face a lot of blocks in the
next assignments. We also wish that we showed how
our team is working and the level of learning we have
reached to through the concept sessions.

32. Implementation

33. Work Agenda:
1.K.T DA table.(Table 1)
2.Gantt chart.(Figure 2) .

34. Context This is the work for the fourth part of L3 assignment, L3-D.
Here we will use the fourth step of the heuristic,
implementation, we will use the techniques represented in
chapter 6 of Fogler and LeBlanc book such as K.T situation
analysis table, Gantt Chart and we will show the parts of
our artifact after dissection process with some explanation
about each part work.

35. Gantt Chart Obtaining the Artifact
Task
Saturday
Monday
Tuesday
Sunday
Wednesday
6:30
p.m.
7:30 p.m.
8:30
10:30
5:00
7:00
a.m.
9:30
11:00
12:00
Obtaining the Artifact
(1,2,3,4,5)
Obtaining the tools for disassembling
(12,3,4,5)
Disassembling the artifact
Studying and Numbering each part
(1,4) and
(expert)
Taking Pictures for each part
(2,3,5)
Reassembling the artifact
Developing Process
Writing Report
(1,4)
Presenting the artifact in the celebration
Gantt Chart

36. Discussion This assignment was really helpful to us because we now
know our artifact better than before and we determined
how we are going to develop it for the next
assignment L3-E. we hope we demonstrated our level
of learning for this step of heuristic. Now we are ready
for the next step and we hope we will be able to do
it better than this assignment.

37. Evaluation

38. Context This is L3-E assignment, which is the fifth and the last
step of L3 assignment. It is about evaluation our final
product from all aspects that we are concerned about.
We hope we would evaluate our product very well to
present our real level of learning to our grader.

39. Location in the design notebook
BOM
Bill Of Materials:
Part Number
Part Name
Location in the design notebook
Quantity
Material of the part
(1)
Body
A.4(4) 1
Poly-foam
(2)
Transparent cover
Strong plastic
(3)
Mechanical Gyro
Strong plastic & Iron
(4)
Crystal
A.4(5)
Iron & Cooper
(5)
Antenna
Aluminum
(6)
Propellers 4
Plastic
(7)
POM Gears
A.4(6)
(8)
Motor
(9)
Shafts
Iron
(10)
Rubber Stand
A.4(7)
Rubber
(11)
Battery Pack
(12)
Case

40. Initial assembly plan
First Assembly plan:

41. KTPPA Potential Problem Consequence Possible Cause Preventive action
Contingent action
We can’t know how to assemble.
We can’t submit the assignment on time
Failing to plan a good assembly plan.
Be careful when planning the assembly plan.
Recording every step in the disassembling stage.
The approval of the expert about the plan.
The existence of the expert during the assembly.
Broken parts.
The artifact can’t work.
Didn’t take a good care of the artifact.
Assigning one of the members to look after the artifact.
Use the spare parts that came with the product. .
Buy new artifact.
Loosing small parts.
Not paying attention to them.
Putting them in small bag.
Buy spare parts.
Buy new artifacts
One of the members couldn’t come.
Increasing the work on the other members.
Bad student’s circumstances.
Applying the team norms on him.
Dividing the work on the other members.
Careless student.
We couldn’t develop the artifact.
We can’t submit on time.
The camera couldn’t fit.
Take the expert when we buy the camera.
Buy another camera.
We couldn’t present the work in the celebration.
NCE in the assignment.
The electric potential doesn’t fit our electric devices.
Try out the artifact in the class before the celebration.
Bringing electric wires that fits the room electricity.

42. Final assembly plan

43. The test of the final assembly plan
We will test our assembly plan by assessing our plan by ourselves and then we
let the expert assess it and see what is wrong in it to get his approval, which we
must get before applying the plan.
Our assessment is not professional but most of us liked it and said it is
pretty clear but member 2 said that it is not detailed enough.
2. The expert assessment took 15 minutes. He saw the KT PPA table, which
he liked and said that we used it well and covered most of the holes in the
first assembly plan, and the final assembly plan, which he liked too but he
said that it needs more improvements in showing the details of each part
but its enough for the current situation where we don’t have time.
After this test and the KT PPA table we believe that we came up with
a good plan to start with it our developing process to submit out project
on time and properly. Now we will discuss the impacts of our final product
after developing.

44. Evaluation Environmental Impact
The toy helicopter operates by electricity and the camera also has
a receiver, which operates by electricity so that’s one of the factors
that affects the environment by using energy to create electricity which causes air pollution by the produced gases from this process. Electricity from renewable resources such as solar, geothermal, and wind technologies generally does not contribute to climate change or local air pollution since no fuels are combusted in these processes.

45. Social and Cultural Impact:
The toy itself has no remarkable social or cultural impact except
that it is a way to entertain the children although it could disturb
people because it flies and that’s dangerous to people because it
could hurt them but after installing the camera there will be an
additional impacts to those previously mentioned such as that it
would be safer for people if it is used as a security device but at the
same time for some people it is unwelcome idea because they
prefer the regular security guy so it is going to create a conflict and
change the culture of the security ways.

46. Discussion We hope that we have made our point clearly and our
final product was evaluated well by all the techniques we
have studied in this course. After this assignment we
believe that our developing idea for the artifact is a good
and useful idea so we hope that it would gain your
admiration and the market would accept it as a start for
a whole new security market.

47. Final cost estimation:
The Products
The Price
The Toy price
500 SR
The tools for disassembling
10 SR
The Electrical Expert
Free
The Developing requirements
The Members’ work price
10 SR * 6 Hours *5 members=300 SR
Total
1310 SR

48. support especially at the security market.
The Marketing Plane
We will try to make this entertaining toy a more useful product because
the camera we have installed in the toy helicopter will give it a whole new
uses such as security device, monitor for wide areas like football play
ground and to get to a higher places without getting there. so we believe
that our product will hit the market if we have the appropriate financial
support especially at the security market.

49. Evaluation

50. Context This is L3-E assignment, which is the fifth and the last
step of L3 assignment. It is about evaluation our final
product from all aspects that we are concerned about.
We hope we would evaluate our product very well to
present our real level of learning to our grader.

51. Location in the design notebook
BOM
Bill Of Materials:
Part Number
Part Name
Location in the design notebook
Quantity
Material of the part
(1)
Body
A.4(4) 1
Poly-foam
(2)
Transparent cover
Strong plastic
(3)
Mechanical Gyro
Strong plastic & Iron
(4)
Crystal
A.4(5)
Iron & Cooper
(5)
Antenna
Aluminum
(6)
Propellers 4
Plastic
(7)
POM Gears
A.4(6)
(8)
Motor
(9)
Shafts
Iron
(10)
Rubber Stand
A.4(7)
Rubber
(11)
Battery Pack
(12)
Case

52. Initial assembly plan
First Assembly plan:

53. KTPPA Potential Problem Consequence Possible Cause Preventive action
Contingent action
We can’t know how to assemble.
We can’t submit the assignment on time
Failing to plan a good assembly plan.
Be careful when planning the assembly plan.
Recording every step in the disassembling stage.
The approval of the expert about the plan.
The existence of the expert during the assembly.
Broken parts.
The artifact can’t work.
Didn’t take a good care of the artifact.
Assigning one of the members to look after the artifact.
Use the spare parts that came with the product. .
Buy new artifact.
Loosing small parts.
Not paying attention to them.
Putting them in small bag.
Buy spare parts.
Buy new artifacts
One of the members couldn’t come.
Increasing the work on the other members.
Bad student’s circumstances.
Applying the team norms on him.
Dividing the work on the other members.
Careless student.
We couldn’t develop the artifact.
We can’t submit on time.
The camera couldn’t fit.
Take the expert when we buy the camera.
Buy another camera.
We couldn’t present the work in the celebration.
NCE in the assignment.
The electric potential doesn’t fit our electric devices.
Try out the artifact in the class before the celebration.
Bringing electric wires that fits the room electricity.

54. Final assembly plan

55. The test of the final assembly plan
We will test our assembly plan by assessing our plan by ourselves and then we
let the expert assess it and see what is wrong in it to get his approval, which we
must get before applying the plan.
Our assessment is not professional but most of us liked it and said it is
pretty clear but member 2 said that it is not detailed enough.
2. The expert assessment took 15 minutes. He saw the KT PPA table, which
he liked and said that we used it well and covered most of the holes in the
first assembly plan, and the final assembly plan, which he liked too but he
said that it needs more improvements in showing the details of each part
but its enough for the current situation where we don’t have time.
After this test and the KT PPA table we believe that we came up with
a good plan to start with it our developing process to submit out project
on time and properly. Now we will discuss the impacts of our final product
after developing.

56. Evaluation Environmental Impact
The toy helicopter operates by electricity and the camera also has
a receiver, which operates by electricity so that’s one of the factors
that affects the environment by using energy to create electricity which causes air pollution by the produced gases from this process. Electricity from renewable resources such as solar, geothermal, and wind technologies generally does not contribute to climate change or local air pollution since no fuels are combusted in these processes.

57. Social and Cultural Impact:
The toy itself has no remarkable social or cultural impact except
that it is a way to entertain the children although it could disturb
people because it flies and that’s dangerous to people because it
could hurt them but after installing the camera there will be an
additional impacts to those previously mentioned such as that it
would be safer for people if it is used as a security device but at the
same time for some people it is unwelcome idea because they
prefer the regular security guy so it is going to create a conflict and
change the culture of the security ways.

58. Discussion We hope that we have made our point clearly and our
final product was evaluated well by all the techniques we
have studied in this course. After this assignment we
believe that our developing idea for the artifact is a good
and useful idea so we hope that it would gain your
admiration and the market would accept it as a start for
a whole new security market.

59. Final cost estimation:
The Products
The Price
The Toy price
500 SR
The tools for disassembling
10 SR
The Electrical Expert
Free
The Developing requirements
The Members’ work price
10 SR * 6 Hours *5 members=300 SR
Total
1310 SR

60. support especially at the security market.
The Marketing Plane
We will try to make this entertaining toy a more useful product because
the camera we have installed in the toy helicopter will give it a whole new
uses such as security device, monitor for wide areas like football play
ground and to get to a higher places without getting there. so we believe
that our product will hit the market if we have the appropriate financial
support especially at the security market.

61. Discussion
Final
This is the end of L3 assignment. In this assignment we have moved a step
toward being a successful engineer and we have learnt about manufacturing,
how to work as a team, how to a presentation and how to submit our work
as expected. Also we have learnt a lot of things from the whole course such
as the heuristic steps which is very important to us as engineers and
humans. For all of that we would like to thank our instructor and father
Dr. Youssef Shatilla, grader Nazeer, Expert Mohammed AlQarny and
families for the support and everything they have done for us
during this course.

63. thanks for your listening
Team#1
the best one