Tag Archives: engineering education

11 Year Old Using Design of Experiments

This reminds me of great times I had experimenting with my father when I was a kid. Though, to be honest, Sarah is much more impressive than I was.

Catapulting to Success with Design of Experiments

Sarah Flexman with her trebuchet at the Storm the Castle science challenge in North Carolina.

At the end of 2010, Sarah had decided to take part in Storm the Castle, one of the events offered in the statewide science Olympiad competition. This particular challenge was to design, build and launch a model trebuchet, which is a medieval-style catapult for hurling heavy stones…

Here’s Sarah’s whole process: She built the trebuchet, tested it, used JMP for DOE during optimization, changed the hook angle and sling to improve performance, did more tests, entered this new data, reran the model, and made her final prediction graphs. The variables in her DOE were string length, counterweight and projectile weight, and she optimized for distance – that is, how far the projectile would go.

“Rather than doing 125 tests because we have three variables with five levels each, DOE found a way for us to perform only 26 tests and get approximately the same results. I typed in the results, ran the model and used the JMP Profiler. I understood how the variables predicted the outcome and found several patterns,” she explained.
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“I hadn’t done any building like that. The whole day was fun. It was a very open learning environment. You were experimenting with things you had never done before. I would definitely do it again,” Sarah said. And she will – next year.

I have collected quite a few design of experiments resources, for those who are interested in learning more. Here is a nice webcast by brother: Combinatorial Testing – The Quadrant of Massive Efficiency Gains, discussing the incredibly efficiency designed combinatorial testing (very similar ideas to design of experiments) can provide.

Engineering Innovation Summer Camp

Summer engineering program fosters genuine interest for some students

Engineering Innovation, which Johns Hopkins has taken nationwide since 2006, is designed to encourage students to pursue careers in engineering and science. According to the university, 90 percent of students who participate in the summer program continue on that path.
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Shiesha McNeil, 16, discovered a new potential career during the four-week course. Shiesha — whose bridge held 49 water bottles — had never worked with electric circuits before the class, and she became enthralled with the science behind electricity.
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Shiesha is looking at the University of Pennsylvania and Georgetown University. She wants to be a software or computer engineer. “I’ve never worked with electricity like that before,” she said. “I got to work with circuits! I got to make a robot move!”

Green Technology Innovation by College Engineering Students

With prizes totaling more than $100,000 in value, this year’s Climate Leadership Challenge is believed to be the most lucrative college or university competition of its kind in the country. The contest was open to all UW-Madison students.

A device that would help provide electricity efficiently and at low cost in rural areas of developing countries took the top prize – $50,000 – this week in a student competition at the University of Wisconsin-Madison for innovative ideas to counteract climate change.

The “microformer” is the brainchild of Jonathan Lee, Dan Ludois, and Patricio Mendoza, all graduate students in electrical engineering. Besides the cash prize, they will receive a promotional trip worth $5,000 and an option for a free one-year lease in the University Research Park’s new Metro Innovation Center on Madison’s east side.

“We really want to see implementation of the best ideas offered,” said Tracey Holloway, director of the Nelson Institute Center for Sustainability and the Global Environment at UW-Madison, which staged the contest for the second year in a row. “The purpose of this competition is to make an impact on climate change.”

The runner-up for the “most action-ready idea” was a proposal to promote the use of oil from Jatropha curcas plants to fuel special cooking stoves in places like Haiti. UW-Madison seniors Eyleen Chou (mechanical engineering), Jason Lohr (electrical engineering), Tyler Lark (biomedical engineering/mathematics) won $10,000 for their scheme to reduce deforestation by lowering demand for wood charcoal as a cooking fuel.

CORE Concept, a technology that would cut emissions from internal combustion engines by using a greater variety of fuels, won mechanical engineering doctoral students Sage Kokjohn, Derek Splitter, and Reed Hanson $15,000 as the “most innovative technical solution.”

SnowShoe, a smart phone application that would enable shoppers to check the carbon footprint of any item in a grocery store by scanning its bar code, won $15,000 as the “most innovative non-technical solution.” Graduate students Claus Moberg (atmospheric and oceanic science), Jami Morton (environment and resources), and Matt Leudtke (civil and environmental engineering) submitted the idea.

Other finalists were REDCASH, a plan to recycle desalination wastewater for carbon sequestration and hydrogen fuel production, by doctoral student Eric Downes (biophysics) and senior Ian Olson (physics/engineering physics); and Switch, an energy management system that integrates feedback and incentives into social gaming to reduce personal energy use, by doctoral students David Zaks (environment and resources) and Elizabeth Bagley (environment and resources/educational psychology).

University of Wisconsin-Stout Wins 2010 Rube Goldberg Contest

University of Wisconsin-Stout wins 2010 Rube Goldberg contest

The team’s machine was called “Valley of the Kings” and had an Egyptian theme, telling a tale of events following the death of King Tut.

The task for the Rube Goldberg machines this year was to dispense sanitizer into a hand. Wisconsin-Stout’s machine dispensed the sanitizer into a mummy’s hand. The Rube Goldberg competition, sponsored by Phi Chapter of Theta Tau fraternity, rewards machines that most effectively combine creativity with inefficiency and complexity.

Machines must use at least 20 steps to complete the task in no more than two minutes. Teams have three tries to complete two runs. Points are deducted if students have to assist the machine once it has started. The Wisconsin-Stout machine has 120 steps. The team completed two perfect runs with no interventions in about a minute and a half each.
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St. Olaf’ College of Northfield, Minn., last year’s national winner, took second place with a medieval-themed machine. Pennsylvania State University placed third with an “Indiana Jones” theme.

Infinity Project: Engineering Education for Today’s Classroom

The Infinity Project is a national middle school, high school, and early college engineering curricula. The math and science-based engineering and technology education initiative helps educators deliver a maximum of engineering exposure with a minimum of training, expense and time. Created to help students see the real value of math and science and its varied applications to high tech engineering – The Infinity Project is working with schools all across the country to bring the best of engineering to their students.

The Infinity Project curriculum is a complete, year-long course designed to complement the existing mix of math and science classes. Experience in classrooms all across the United States shows that Infinity keeps students challenged, learning and exploring from start to finish. Using The Infinity Project curriculum in the classroom, students learn firsthand how to use math and science to create and design a wide variety of new and exciting technologies that focus on topics of interest to students – the Internet and cell phones, digital video and movie special effects, and electronic music.

Engineering Our Digital Future is designed for early college students or high school students who have completed Algebra II and at least one science course. The course focuses on the fundamentals of modern engineering and technology in the information and communications age.

Graduate Engineering and Professional Education @UMichigan

Dilbert’s bosses broke the video link (so I removed it) – not a good sign that they will succeed in my eyes. If they can’t follow basic web usability guidelines it doesn’t make me want to spend time on them.

Engineering TV is a site with lots of good webcasts for engineers: “by engineers for engineers! Focused on technical B2B engineering topics”. In the embedded webcast Dr. Ann Marie Sastry, Director of the Energy Systems Engineering Program at the University of Michigan, discusses a collaboration between GM and the University of Michigan in the Interdisciplinary Graduate Engineering and Professional Education Programs. This is a good example of university and business collaboration.

How the Practice and Instruction of Engineering Must Change

Chief Scientist for the Rocky Mountain Institute and MacArthur Fellow, Amory Lovins, describes how small gains in efficiency at the consumption point can trigger gains that are magnitudes larger at higher levels and discusses how engineering must be practiced and taught fundamentally different.

White Paper on Engineering Leadership Education

Engineering leadership education is emerging as a topic in engineering institutions worldwide. But the review of international “best practices” in engineering leadership education says a lack of resources, expertise, and formal networks in the nascent field is causing concern in a profession threatened by a diminishing focus on the notion of the “engineer-as-doer.”

Commissioned by the Bernard M. Gordon-MIT Engineering Leadership Program, the new white paper, Engineering Leadership Education: A Snapshot”© Review”© of International Good”© Practice, reveals that the vast majority of engineering leadership education programs are based within the U.S. and most are relatively new (developed in the last five years). The white paper highlights the distinct divide between the U.S. and the rest of the world in both attitude and approach to engineering leadership education.

“As a sub-discipline, engineering leadership education is not yet on the radar of most engineering education experts outside the U.S.,” said Dr. Edward Crawley, Director of the Bernard M. Gordon-MIT Engineering Leadership Program. “Certainly for many of the programs outside the U.S., there’s some discomfort with the notion of ‘leadership education’, as they feel this concept runs counter to their educational culture of inclusiveness and equality.”

The report was conducted by Dr. Ruth Graham in a series of interviews between September 2008 and March 2009. Dr. Graham investigated more than 40 programs, seeking to provide an insight into current practice, highlight international variations in approach, and identify examples of good practice.

One major ”©current ”©trend”© in ”©engineering”© leadership ”©education”© is ”©the ”©development ”©of”© the ”©students’”© global ”©awareness”© and”© their ”©ability ”©to ”©work ”©on ”©complex”©cross”national”© projects”© – ”©which”© is”© seen ”©by many”© as”© the ”©environment”© within ”©which”© the”© engineering ”©leader”© of ”©the ”©future ”©will ”©need ”©to ”©operate. ”©
Many”© of ”©the ”©programs ”©which ”©were ”©most ”©highly ”©rated ”©by ”©interviewees ”©incorporate ”©some”© global”© elements ”©either ”©through ”©international ”©travel, ”©remote”© link”ups”© with”© overseas”© universities/companies ”©or ”©project”© briefs”© involving ”©an”© international ”©or”© cross”cultural”© context.”© ”©The trend ”©towards”© a ”©more”© ‘global’ ”©view”© of ”©leadership ”©education”© was ”©seen ”©by ”©many ”©of ”©the”© interviewees”© as”© one”© that ”©would”© continue.”©
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Learning Design of Experiments with Paper Helicopters

Photo showing the helicopter test track by Brad

Dr. George E.P. Box wrote a great paper on Teaching Engineers Experimental Design With a Paper Helicopter that can be used to learn principles of experimental design, including – conditions for validity of experimentation, randomization, blocking, the use of factorial and fractional factorial designs and the management of experimentation.

I ran across an interesting blog post on a class learning these principles today – Brad’s Hella-Copter:

For our statistics class, we have been working hard on a Design of Experiments project that optimizes a paper helicopter with respect to hang time an accuracy of a decent down a stairwell.
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We were to design a helicopter that would drop 3 stories down within the 2ft gap between flights of stairs.
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[design of experiments is] very powerful when you have lots of variables (ie. paper type, helicopter blade length, blade width, body height, body width, paperclip weights, etc) and not a lot of time to vary each one individually. If we were to individually change each variable one at a time, we would have made over 256 different helicopters. Instead we built 16, tested them, and got a feel for which variables were most important. We then focused on these important variables for design improvement through further testing and optimization.

S&P 500 CEO’s: Engineers Stay at the Top

2008 Data from Spencer Stuart on S&P 500 CEO (link broken so it was removed, it is so sad that companies still pay people to manage web sites that don’t even understand basic web usability principles such as web pages must live forever) shows once again more have undergraduate degrees in engineering than any other field, increasing to 22% of CEO’s this year.

Field
	2008	2007	2006	2005
Engineering	22	21	23	20
Economics	16	15	13	11
Business Administration	13	13	12	15
Accounting	9	8	8	7
Liberal Arts	6	6	8	9
No degree or no data	3	3

In 1990 Engineering majors accounted for 6% of the bachelor’s degrees in the USA (1970 5%, 1980 7%). Business accounted for 23% of the majors in 1990 (1970 14%, 1980 21%). Liberal arts 3% in 1980 (1970 1%, 1980 2%).

The report does not show the fields for the rest of the CEO’s. 39% of S&P CEOs have MBAs. 28% have other advanced degrees. The University of Wisconsin-Madison and Harvard tied for the most CEO’s with undergraduate degrees from their universities at 13. Princeton and the University of Texas had 9 and Stanford had 8.

While the CEO’s have engineering education backgrounds the work they have done is often in other functions. The top function that CEO’s that have worked in during their careers: Operations (42%), Finance (31%), Marketing (24%), Sales (17%), Engineering (11%).

Data for previous years is also from Spencer Stuart: S&P 500 CEOs are Engineering Graduates (2007 data) 2006 S&P 500 CEO Education Study – Top degree for S&P 500 CEOs? Engineering (2005 study)