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Title: A Two-Project Sequence for Learning FEM, CAD and Manufacturing Skills PDF
Url: http://search.asee.org/search/fetch?url=file%3A%2F%2Flocalhost%2FE%3A...
Creator: Cavanagh, Daniel
Ebenstein, Donna
Publisher: American Society for Engineering Education
Description: For biomedical engineering (BME) graduates to be effective contributors to the field, BME students should be introduced to the use of a variety of modern engineering tools in their undergraduate curriculum. ABET establishes that expectation through criterion 3k, which states that a biomedical engineering graduate from an accredited program should be able to demonstrate an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. These tools may take on a variety of forms, including both engineering software (e.g. LabVIEW, SolidWorks, COMSOL, MatLAB) and engineering instrumentation (e.g. DAQ, oscilloscopes, multimeters, rapid prototype machines, and machine shop tools). In our BME curriculum, we aim to introduce students to a broad range of engineering tools through direct hands on experiences. While some tools are incorporated into standard 2 hour instructional laboratories, others are introduced through student-selected, open-ended, multiweek or semester long projects. In this paper, we present a two-project sequence spanning two semesters that was designed to introduce students to several engineering tools through open-ended, student-selected projects. This project sequence is based on investigation of physiological fluid flow phenomena using 2D computational modeling and 3D flow chamber fabrication and testing. The engineering tools that students learn to use to complete their fluid flow projects are computational modeling software (COMSOL), computer-aided design software (SolidWorks), and manufacturing tools (rapid prototype machine, mill, saw, and drill). However, a similar two-project sequence could be developed in a variety of biomedical emphases and to include a variety of engineering tools. In this paper we will provide an overview of each of the courses and projects involved in the sequence, including project objectives. We will share examples of the final results for both projects, and summarize the feedback received from student evaluations for the two years the project sequence has been taught. Finally, we will summarize the advantages, challenges, and broader applications of this approach in the conclusion.
LC Classification: Medicine -- Medicine (General) -- Biomedical engineering. Electronics. Instrumentation
Technology -- Engineering (General). Civil engineering -- Engineering (General). Civil engineering (General) -- Engineering mathematics. Engineering analysis -- Electronic data processing. Computer-aided engineering -- Special systems, A-Z -- DesignCAD
Technology -- Engineering (General). Civil engineering -- Engineering (General). Civil engineering (General) -- Engineering mathematics. Engineering analysis -- Other specific mathematical aids in the solution of engineering problems, A-Z -- Finite element method
Technology -- Manufactures -- Production management. Operations management -- Manufacturing engineering. Process engineering
GEM Subject: Science -- Engineering
Vocational Education -- Trade and industrial
Key Concept: Mechanical engineering -- Computer-aided design (CAD)
Manufacturing
Key Concepts Complete: Yes
Resource Type: Instructional Materials
Reading Materials
Science Materials
Teaching Guides
Format: pdf
Audience: College/University Instructors
Higher Education
Secondary Education
Students
Teachers
Technical School First Cycle
Technical School Second Cycle
University First Cycle
University Second Cycle
Vocational Training
Language: English
Rights: American Society for Engineering Education
Access Rights: Free access
Date Of Record Release: 2009-09-25 03:00:03 (W3C-DTF)
Date Last Modified: 2012-06-05 14:39:10 (W3C-DTF)
Source Type: ATE Center
Source: National Center for Manufacturing Education
Full Record Views: 134
Resource URL Clicks: 25
Cumulative Rating: NOT YET RATED
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