This document discusses using rapid prototyping as a design method in engineering education from a CAD customization perspective. It describes a project where students designed a modular holder for organic solar cells using a rapid prototyping approach. The students went through an iterative design process of prototyping, testing, and redesigning their models. The document concludes that this rapid prototyping as design method was effective for improving students' technical design skills while allowing them to explore problems heuristically and converge on a solution. It also helped students develop metacognitive reflection abilities.

1. ORGANIC SOLAR CELL
MODULAR FRAME
CAD customization
Lauren Vathje ||ENMF 623 W16|| Engineering Education Research

2. Organic Solar Cell Holder
for
Greg Welsch and Christine Sharp
Collaborative Project
Solar Cells
Holder
(Modular Design)

3. Solar Cells
Carbon Capture with Algae
Algae Bio Fuel Creator
Christine Sharp, Greg Welsch
Bio-fuel creation with pump

4. CAD CUSTOMIZATION

5. CAD CUSTOMIZATION
(from an educational perspective)

6. CAD CUSTOMIZATION
(from an educational perspective)
Rapid Prototype
as Design
Metacognitive
Reflection
Problem Solving
Ability

7. “
Computers have gradually eliminated the
designer's role, leaving a gap that engineers
are often not trained to fill
Computer design tools can result in both excessive time
expended in design, and a lack of imbedded reality in the final
product. A design may look pretty on the computer screen, but
will it meet the users' needs and can it be efficiently made as
designed?
-Diegel and Potgeiter [1]

8. “
Open-endedness implies a multiplicity of possible
solutions for a given problem. This is not … associated
with mathematics and science, … where a single,
‘correct’ answer is generally assumed.
-Winkelman [2]
Students are expected to engage in a convergent process
by formulating a set of reasoning questions to THE
(unique) answer.
-Dynn [3]
…significant challenges still exist within engineering
curricula with regard to “reading” technical problems
with multiple layers of meaning.
-Cech [4]

9. BACKGROUND - FROM AN EDUCATION PERSPECTIVE
➤ Trends in CAD and CAD Education
➤ Concurrent processes are gaining momentum
➤ More access to RP technology
➤ More emphasis on design as a context for CAD

10. BACKGROUND - FROM AN EDUCATION PERSPECTIVE
➤ “Rapid Prototype as Design”
➤ a process that is based off of NASA’s process
➤ rapidly iterate through, and go from planning to CAD, to prototype and
back again
➤ Problem Solving
➤ Heuristic (exploratory) vs. Systematic
➤ Novice vs. Expert
➤ Converging vs. Diverging

11. BACKGROUND - FROM AN EDUCATION PERSPECTIVE
➤ Metacognitive Reflection
➤ Conscious level of learning, reflecting on how one is learning.
➤ Heightened awareness of learning process while happening.

12. DRIVEWORKSXPRESS // FDM PRINTING // SILICONE MOLD
➤ Modular custom design for multi cells, different designs
➤ Supported the efficient iterative context of “RP as design”
➤ Inputs
➤ Cell Size (Square Dimension, Thickness)
➤ # of Cells (linear array)
➤ Overlap dimension

14. DESIGN PROCESSPHASE I

18. “This was the most trial and error approach to design. I really
wanted to make it elaborate and complex – it was against my
nature to just go with something”.

19. DESIGN PROCESSPHASE II
Two Major Designs
-Single “Part”
-Two Part Asmb.

20. Single Part

22. Two Parts

24. “Despite not wanting to move forward with a simple design – I began
prototyping. My excitement and enthusiasm to design further was
increased. I also quickly saw flaws in my design – and features to be
added. I also quickly was a disconnect between geometry and this
prototyping abilities”.

25. DESIGN PROCESSPHASE III
Smooth Sailing!
Learning
Experience
Acquired

27. “ In most projects in undergrad, I wouldn’t imagine having something I
can hold. But I feel like I got more out of my CAD experience to see
context of my designs. “

28. CAD CUSTOMIZATION
Conclusions

29. CAD CUSTOMIZATION
(from an educational perspective)
Conclusions

30. CAD CUSTOMIZATION
(from an educational perspective)
Rapid Prototype
as Design
Metacognitive
Reflection
Problem Solving
Ability
Conclusions
Effective for Technical
and Design Skills
Heuristic, exploratory towards
convergent solution.
Method of review of
“RP as Design”

31. THANK YOU

32. REFERENCES
[1] O. Diegel, W. L. Xu, and J. Potgieter, “A Case Study of Rapid
Prototype as Design in Educational Engineering Projects *,” vol. 22, no.
2, pp. 350–358, 2006.
[2] P. Winkelman, “Perceptions of mathematics in engineering,” Eur. J.
Eng. Educ., vol. 34, no. June 2015, pp. 305–316, 2009.
[3] C. L. Dynn, “Engineering design thinking, teaching, and learning,”
IEEE Eng. Manag. Rev., vol. 34, pp. 65–65, 2006.
[4] E. a Cech, “Culture of disengagement in engineering education?,” Sci.
Technol. Human Values, vol. 39, pp. 42–72, 2014.