The twitter chat on Wednesday, December 11, 2013, at 8pm Eastern (Hashtag #BigBeacon) will be about Storytelling in STEM Education.
http://bigbeacon.org/2013/12/twitter-chat-2013-12-11-8-pmstorytelling-in-stem-education/
The twitter chat on Wednesday, December 11, 2013, at 8pm Eastern (Hashtag #BigBeacon) will be about Storytelling in STEM Education.
http://bigbeacon.org/2013/12/twitter-chat-2013-12-11-8-pmstorytelling-in-stem-education/
Here is some good information from Bob Riddle on seeing the comet ISOM in December.
I am working with an engineering team right now to develop a machine. We are at the Functional Decomposition phase where we are systematically examining the needed workstation functionality. I will have to relate the specific experiences some time but for now, I would like to share, for new followers, an example story of this phase. Please enjoy this short short story.
“Aaron, I can’t wait to show you what I’ve done.”
“Who is this?” Aaron spoke into the phone.
“It’s Ray. I can’t wait to show you the Functional Decomposition.”
“The what?”
“The Functional Decomposition, you know, for the machine. I was so excited about the project I did it over the weekend. I hope you don’t mind.”
“Sounds great.” Aaron said. “Gee, thanks. Let’s have you go first on the agenda at our meeting tomorrow morning.”
“Okay, I’ll see you then. Eight o’clock sharp.” Aaron said.
“Was that really Ray?” Aaron thought. “That will be a first if he’s on time.”
Aaron arrived early to get the room ready but Ray beat him to it. All four team members were on time ready to go. Ray was bouncing with excitement so Aaron made no delay.
Ray began, “I started by thinking through the sequence our machine will need to go through. Then I wrote the sequence steps from the perspective of the machine.”
“The machine doesn’t have a perspective,” Bryce said.
The door opened and in walked Wesley, the chief engineer. “Hey, could you use an extra team member today?”
Ray made a fist with his right hand, thrust it forward a little and under his breath cheered, “Yes!”
“You bet,” Aaron said. “We appreciate any ideas you have. It seems that Ray was doing some deep thinking over the weekend.”
“Great,” Wesley responded. “Please keep going.”
Bryce repeated to Ray, “You make the machine sound like it can think.”
“Well, it will have a computer or programmable controller, so I guess you could say it can think. Look at it this way, the controller doesn’t know anything except what it senses by way of inputs like sensors and switches.”
“That’s right,” Kate said. “We learned all about that in my automation class. Controllers have inputs and outputs, or I/O for short.”
Ray continued, “The inputs will allow the controller to know the state of the machine so it can take action steps and perform functions or outputs. Here are the actions, and then I will show you what I recommend for functions.”
“Boy I’m glad he’s on our team,” Aaron thought. “I hope Kate doesn’t mind Ray working in her territory.”
Ray moved to the whiteboard. “First the machine needs to ‘Receive and Retain two cutters.”
“Wait a minute,” Bryce interrupted. “The specification says ‘one or more cutters.”
“I know, but for discussion purposes, let’s suppose the number of cutters is two. I noticed the other day that many of their batches are done in twos. This assumption will let us move forward in Functional Decomposition. Next, the machine needs to wait for and ‘Receive a Start indication’ from the operator.”
“Two start indications.” Kate reminded.
Ray continued step by step writing the generic machine sequence on the left side of the board, explaining his thoughts whenever a question was asked. Wesley added a little here and there, but generally sat in his chair nodding his head with a proud smile.
“Here are the steps of a machine cycle from beginning to end.”
“I’ve looked over this list several times and have decomposed the basic machine functions as follows.” Ray looked hopeful toward his bright-eyed team mates as he began writing on the right side of the board. “Essentially, we need to design a machine that will do these things.”
“Well,” Aaron said, “I think this looks pretty great. Thanks Ray. What made you think of this anyway?”
“Oh,” Ray looked over at Wesley who remained silent. “I was working on my motorcycle Saturday and I got to thinking about it’s different parts, and I started thinking about the functions each part or assembly performs. Like, the brake handles, cables, and calipers perform the stopping function, the motor and throttle perform the acceleration function, the wheels, bearings and tires perform the rolling and steering function, the bike frame…”
“We get the idea,” Aaron said.
“Anyway,” Ray continued, “When designing something new, you just reverse the process by determining the functions that are needed, and then you can figure out what parts you need to accomplish those functions. I did it for the AutoBlaster by starting with the sequence, then figuring out the functions needed for that sequence.”
“I’m gonna start doing more of that kind of thinking when I look at things.” Aaron said.
“Don’t do it at the dinner table,” Kate said. “Your wife might not be interested in what function the tables and chairs perform.”
“Good job Ray,” Bryce added.
“Yes, great job everyone.” Wesley leaned forward looking one by one at each team member in the eye. “You are making great progress and I can tell you are each being proactive.
(Excerpt from, “The Cutting Edge.” Read the full story at http://stemstories.wordpress.com )
I just finished reading a novel called, “Proprietary.” It is an adventure and mystery that illustrates the importance of proprietary information in a company and the reality of industrial espionage in the world. It makes the reader, rightly so, want to be careful with company information. The story did not have a lot of engineering in it, but knowing how to deal with proprietary information is very important for an engineer. I recommend this book.
The ‘Engineering Stories’ blog gets a lot of hits from people searching for Engineering Student Projects. I expect these are students wondering what to do for their student project. Well, to help them out, I’ve started a blog page to capture all the university and college senior project summaries I can find. Go to my home page and click on the “Mechanical Engineering Student Projects” page. Help me build the list if you know of more sites.
While at Engineering Stories, note the new format. If you haven’t read, “Get A Grip,” yet, please download it for free and enjoy it.
I was invited to speak to a group of K12 career counselors this week helping them see what it’s like to be an engineer, helping them understand how to explain engineering to their students. It was great. Since I write Engineering Stories, I decided weeks ago to memorize one of my stories, The Orbital Mechanic, and be prepared to recite or perform the story for these counselors. I enjoyed the experience. Storytelling is fun. (I would like to perform stories directly for youth.)
I also shared many career experiences and addressed many questions. If you’re interested, click on the link below for a sample of my slides. The first illustrations were used as backdrop for my recitation of, “The Orbital Mechanic.” If you haven’t read this story yet, may I encourage it. It’s a short 15 minute read and you just might learn something about space and spacecrafts you didn’t know before.
I am excited about what mankind does in space, because I know that such a journey builds our confidence, enlarges our knowledge, and improves our life on Earth. Check out this great website by Boeing called, Beyond Earth. It is a jumping off point for learning reasons to go to space, for experiencing efforts to go to destinations near and far from Earth, and to see the real and planned Engineering systems to take us there.
There is information for educators (lesson plans) and students, news and multimedia. Here is the link. Return to this post and comment on your experience at Beyond Earth.
“I was ten and a half years old when Neil Armstrong stepped onto the lunar dust and into the history books. Wow, I thought, looking up that evening at the moon, half illuminated by the setting sun, how amazing is that? My childhood thoughts of ‘The Man in the Moon’ were changed forever.” (Hardman, Kenneth R., My Journey to Engineering, Engineering Stories, Chapter 8)
They’re not Engineering Stories, but they’re detailed lesson plans being created and used by educators to help students see, feel, and understand engineering, improving STEM teaching in the classroom.
It’s called
If you love a good Engineering story-problem, don’t wait until the classroom, take a look at these lessons right now. For example, click on Statics and see how engineering skills of Beam Bending, Bending Moments, and Shear Stress Diagrams can be used to model and analyze the deflections of a skateboard and other planks.
I’ve added the Engage link to my Recommended Links page.
Want a good idea of what engineers do? Take a look at thousands of Engineering Senior Projects.
http://www.cefns.nau.edu/interdisciplinary/d4p/
http://www.ce.ucsb.edu/undergrad/sr-projects/
http://www.mtu.edu/mechanical/undergraduate/senior-design/
http://umaine.edu/mecheng/senior-design-projects/
http://www.bu.edu/ece/undergraduate/senior-design-project/
http://eeic.osu.edu/capstone/capstone-design-showcase
http://eecs.oregonstate.edu/node/292
http://digitalcommons.calpoly.edu/mesp/
http://mechanicalengineering.pages.tcnj.edu/academic-programs/me-senior-projects/
many many more
search the internet for mechanical engineering senior projects
Engineering Stories is now in paperback! Seven stories illustrated, formatted, and published in a handsome professionally bound book for some ernest reading. Listen to these endorsements by engineering academic professionals on the back cover.
“A fabulous collection of realistic engineering adventure stories! Ken Hardman connects the design and development process we teach in engineering school to the exciting challenges faced every day in real engineering practice.” Steven D. Eppinger, Professor of Engineering Systems at MIT, co-author Product Design and Development
“Ken Hardman’s stories about engineering are a joy to read. In them he captures the excitement of engineers developing solutions to realistic technical problems. By describing the engineering process through fictional characters in fictional settings, Hardman invites the reader to participate in the adventure of invention and discovery.” Henry Petroski, A.S. Vesic Professor of Civil Engineering, Duke University, and author of, among other books, To Engineer Is Human, To Forgive Design, and An Engineer’s Alphabet.
Engineering Stories are for:
“Ken Hardman has done a masterful job—even spellbinding—in depicting what real Science, Technology, Engineering, and Math (STEM) projects, and the people and circumstances involved in them, are actually like in the real world! Having myself been involved for more than fifty years in the types of projects that Ken writes about—and the use of case studies in engineering education for more than forty years—I can say without equivocation that Ken’s case writing ability is superb! Page after page challenges you to use your creative juices, and you feel as if you are right in the lab, conference room—or wherever—huddled around some hardware as part of a team effort working through the technical, as well as the people issues, to get the problem solved! Each engineering story has been carefully chosen to share important skills, topics and essential abilities of great engineers and scientists at work! These stories will help you experience—just about as close to first hand as possible—the joys of creation and problem solving which result from learning and applying skills in a world where all of us have the opportunity to make things better.” Robert H. Todd, PhD, P.E., Fellow of The American Society of Engineering Education, Professor Emeritus Department of Mechanical Engineering Brigham Young University
“Engineering Stories has boiled down the relationship between an engineering education and real-world engineering situations to its core! I know of no better introduction for engineering students preparing to work in industry. Anybody seriously considering a career in engineering will benefit from and enjoy reading Engineering Stories!” Braden Hancock, Mechanical Engineering Student at Brigham Young University, ASME 2012 Kenneth Andrew Roe Scholarship recipient
(If you are not inclined to acquire the paperback, continue to enjoy the same individual stories that are available for free at the authors website. Whether online or paperback, discover the career of engineering through Engineering Stories.)
http://www.amazon.com/Engineering-Stories-Realistic-Fiction-STEM/dp/1483949869