FRONT OF ROOM

BACK OF ROOM

Bryce W.

JAY

Brittany B.

Marie Y.

Steve M.

Cam L.

Tommy Y.

Anthony J.

Jordan S.

Joe W.

Mark N.

Kelby W.

Matt W.

Ande J.

Brian L.

Agenda

1. •Announce teams
   

2. •Team contract activity
   

3. •Report results to class
   

4. •Establish meeting times/places
   

5. •Team roles and responsibilities
   

Team contract

In order for a design team to perform at a high level, it is important to establish ground rules, expectations, and goals that define your “culture”. As a team, define consensus expectations about productive within-team relationships.

Please complete the team contract worksheet [doc version]

and the team contract vetting activity.

Action item

Bring a copy of the completed team contract to the team meeting. Keep an electronic copy for your team archive.

Determine team name and email it to Jay (mccormack@uidaho.edu) by COB Thursday.

Agenda

1. •Assessment activity
   

2. •Overview
   

3. •Identify activities
   

Assessment activity

1. Problem scoping processes assessment
   

2. •Create a list of project learning activities and bring them to class tomorrow and team meeting this week
   

Project learning overview

1. •With conceptual design is known as the “fuzzy front end” of design
   

2. •This stage in product development is the
   

3. •greatest impact on project success and cost
   

4. •greatest risk
   

5. •greatest opportunity for innovation (a.k.a. doing some thing cool)
   

6. •least likely to be recognized as time well spent by you and other engineers
   

7. •Talk is cheap!!! – Documentation is a must. – data (logbooks, webpage), schedules, decisions – You don’t know it until you can show your mentor where you documented it. – Be efficient in documentation.
   

8. •Project learning can be simplified by systematically identifying and performing activities that clarify issues surrounding the problem, the people, the products, and the technology.
   

9. •There is a toolbox of activities that you must choose from (with help of advisor)
   

Activities

1. •See Understanding the Opportunity webpage
   

Action items

1. •Print out the problem scoping processes assessment
   

2. •Create a list of project learning activities with your team as part of the problem scoping assessment
   

3. •Bring this to the first team meeting

Project management

overview

Project management tools

1. •ms project
   

2. •http://www.ganttproject.biz/
   

3. •excel
   

Action items

See you in class next Tuesday.

Agenda

1. •Budget procedures - Molly Steiner, ME Dept Financial Tech
   

2. •VIEW opportunity - Tom Liesz, Professor - Business
   

3. •Updated syllabus - Steve
   

4. •Project websites - Jay
   

5. •Email aliases
   

6. •Problem scoping example - Jay
   

7. •TIDEE submission procedure - Jay
   

Project website

1. •Website expectations document
   

2. 
   

Uses for project website

1. •communicate with client, instructor, teammates, future students
   

2. •present synthesized data and project status
   

3. •repository for raw data and work in progress (note on external sites)
   

4. •Note: Be sensitive to proprietary information.
   

5. •Rule of thumb: Do not post things that you did not create.
   

Kompozer is a WYSIWYG html editor that will enable you to easily edit and update websites of sufficient complexity for this course. It is free to download and use and is available in GJ 114. (note that it is a continuation of NVU)

Files are uploaded to the senior design website using an sftp client. Some freely available clients are cyberduck on the mac or the secure SSH client provided by ITS.

A template of pages for easy startup!

See me after lecture for a user name and password for the web server.

Email aliases

All aliases are at uidaho.edu, not at vandals.

centerfire

cfd

chimera

composter

dust_lust

golf_course_irrigation

hotshots

induct-us

jet-tread

laplace_sauce

nessie

over-bored

transformers

wildlife_surveillance

woodwind_warriors

zap_gap

Agenda

1. •Snapshot day protocol
   

2. •Specifications
   

Snapshot day

1. •Websites should be updated to include a synthesis of your project learning and all other midpoint of first semester deliverables- see expectations document
   

2. •Poster - should include title of project, team name, sponsor name, team member names, a problem statement, initial specifications, and preliminary results from project learning (models, images, calculations, etc.)
   

3. •Bring any hardware - products, experiments, etc.
   

4. •Make a logbook entry describing two things that other teams are doing that you could use on your project.
   

Snapshot day locations

1. •Design suite - composter, RLEP, primer, soil monitor, hybrid powertrain, shift happens, iheat, tie-masters, foliar, ECU
   

2. •Design suite meeting area - golf course irrigation, graphite dust, reed machine, boiling water loop, circulator, snowmobile,
   

3. •Power lab - wildlife surveillance, scooter, AESD, transformer, AUV, team power, scalable, sustainable power
   

4. •Engine bay - submerge
   

Specifications

1. •Definition, alternate terminology, and role in design process
   

2. •specs, requirements, technical requirements, voice of the customer, voice of the company
   

3. •mapping of needs to specs
   

4. •See process doc on creating specifications for key elements
   

5. •Target values may take other forms
   

6. •a range (i.e. a value and some tolerance)
   

7. •binary
   

8. •probabilities, statistical measures, larger populations of product or components
   

9. •Target values set from
   

10. •client/expert input
    

11. •competitive benchmarking
    

12. •Not all requirements are absolute - clients have preferences
    

13. •must, should, wish
    

14. •9, 3, 1
    

15. 
    

16. •Meticulous requirements management is critical on large projects, in large teams, and in complex projects
    

17. •See process docs - house of quality
    

18. •Simple hoq template
    

19. •Note that specs can be one to many or many to one wrt needs
    

20. •Translate needs to specs and specs to needs
    

21. 
    

22. •Check completeness by category: functional performance, human factors, physical requirements, reliability, life-cycle concerns, resource concerns (time, cost, etc.), manufacturing requirements
    

23. •Your specs should be reviewed with the client
    

24. •Your results should be constantly compared to the specs in order to validate design decisions
    

25. •Specs should be updated when new information is acquired
    

Agenda

1. •Snapshot debrief
   

2. •Tom Liesz
   

3. •Instructors
   

4. •Note on problem scoping processes activity [due online 10-7]
   

5. •Note on design reflection assignment [due online 10-15]
   

6. •Conceptual design processes activity [bring WIP to instructor meetings]
   

7. •Conceptual design strategy
   

Conceptual design overview & guidelines

1. •See process page on conceptual design for overview
   

2. •General conceptual design guidelines
   

3. •explore lots of ideas - diverge then converge
   

4. •do not become fixated on one solution
   

5. •have a systems mentality - methodically move from needs to what to how
   

6. •sketching is a must
   

7. •talk is cheap!!! – Documentation is a must. – data (logbooks, webpage), schedules, decisions – You don’t know it until you can show your mentor where you documented it. – Be efficient in documentation.
   

1. Activity - Functional modeling
   

2. •Translate the technical specifications into a description of what the product will do.
   

3. •Use function as a foundation for finding how to do it.
   

4. •Breaks big problems into small problems without fixating on a solution.
   

5. •Functions and flows describe product behavior as a flow chart.
   

6. •Don’t confuse components with functions. Check for a verb noun pair.
   

7. •Not all functions are immediately known. Some are defined by choosing form.
   

8. •See notes on conceptual design page
   

1. Activity - Morphological charts
   

2. •A mapping of potential solutions to needed functions.
   

3. •A complete solution is formed by choosing a solution for each functional need.
   

4. •See notes on conceptual design page
   

1. Activity - Brainstorming session
   

2. •Qualities of a good brainstorming sessions are 1) present lots of ideas, 2) build on others, and 3) don’t judge.
   

3. •Try to have group events and time to yourself.
   

4. •See notes on conceptual design page
   

1. Activity - Design by analogy
   

2. •Use existing solutions to similar problems.
   

3. •Can be found in similar products, not so similar products, and nature.
   

4. •Sharing function is what allows reuse of idea.
   

5. •Recall videos
   

1. Activity - Prototyping (Physical and Digital)
   

2. •Prototypes should be created with goal of learning something specific, but you will learn something unexpected as well.
   

3. •Prototypes can be scoped to minimize effort and maximize learning.
   

4. •Prototypes can be physical or digital.
   

5. •What are the advantages of each?
   

1. Activity - Design filtering
   

2. •There are many philosophies, heuristics, and rules of thumb that are applicable to particular problems.
   

3. •Often more applicable in detailed design, but can have big impacts now.
   

4. •Examples
   

5. •design for assembly (does your product require frequent assembly?)
   

6. •design for manufacturability (does your product feature complex geometry or other manufacturing issues?)
   

7. •life cycle design (will your product require disposal of frequent servicing)
   

8. •axiomatic design (maximize function independence and minimize complexity)
   

9. 
   

10. 
    

11. Activity - Decision matrix
    

12. •After diverging, the team must converge to a small set of reasonable alternatives to present to the client.
    

13. •Decision matrices should leverage specs and user preferences.
    

14. •Decision matrices should be considered qualitative, not quantitative.
    

15. •See notes on conceptual design page
    

Action item

1. •Fill out (on paper) the Conceptual Design Activity with a list of specific conceptual design activities for your project.  Bring them to the team meeting this week.
   

2. •Don’t forget web activities!

Agenda

1. • Don Elger - survey
   

2. • Team member citizenship (1st semester)
   

3. • Growth achieved (2nd semester)
   

4. • Report guidelines (1st and 2nd semester)
   

Team member citizenship assessment

1. •Paper version, web-preview, scoring preview
   

2. •Complete the assignment online, individually by 11/20
   

A good example of identifying team member strengths.

Delegates/completes tasks, as needed

Jane has probably been the best teammate at completing her individual tasks. She has done a great job maintaining the website, and she always stays on top of her work. A lot of her work might go unnoticed by other teammates, but without it, our team would be much further behind schedule because everyone else has done a poor job at documenting of our accomplishments to date. The results of her timely efforts also reminds us what is left to do.

Jane's work ethic is important because it rubs off on all the other teammates. She is usually the first to complete a task or assignment, and usually others are quick to follow her. Although she is not the strongest vocal leader, she has let her amount of work help lead others.

A good example of team member coaching.

Performs competently to team standards

Karl will sometimes have difficulty with assignments because he does not fully understand what is expected. When he is receiving the assignment he acts as if he understands but when the assignment is reviewed it is incomplete. He will sometimes ask for a review to try to remedy this, but it ends up being a pain when assignments require review before they are submitted. He should be sure he fully understands assignments before he accepts them and email questions if he needs help so that he can be sure he is doing the right thing and wont have to do the work twice.

A poor example of identifying team member strengths.

Performs competently to team standards

Helen gets his work completed when she is tasked. She positively contributes to team meetings.

A poor example of team member coaching.

Resolves conflicts constructively

While Ted may have good intentions, he lacks tact in dealing with conflicts and often makes situations worse.

Growth Achieved

1. •Professional development achieved
   

2. •Complete the assignment online, individually by 11/20
   

Reporting

1. •Guidelines on professional writing
   

2. •See guidelines for interim design reports (1st semester)
   

3. •See guidelines for final design reports (2nd semester)
   

4. •An example of a high quality final design report
   

Action items

1. •Send Jay your design review meeting time and location
   

2. •Complete assignments
   

3. •Perform design review

Scheduled

1. •Completed - Clean snowmobile exhaust valve control system
   

2. •Thursday 11/12 - 2:30 PM - ECE conference room - LSV2 Autonomous Charger
   

3. •Friday 11/13 - 9:30 AM - ME conference room - Reed Forming Machine
   

4. •Monday 11/16 - 9:30 AM - CS conference room - Wideband, High-Power VHF Circulator
   

5. •Wed 11/18 - 9:30 AM - ME conference room - Graphite dust production system
   

6. •Wed 11/18 - 11:30 AM - NIATT conference room - Golf course irrigation
   

7. •Wed 11/18 - 3:30 PM - MRC conference room - NASA lunar rover inductive charging
   

8. •Wed 11/18 - 3:30 PM - At ATK - Test apparatus for munitions primers
   

9. •Thursday 11/19 - 2:30 PM - Mindworks - High temperature soil probe
   

10. •Thursday 11/19 - 2:30 PM - AT SEL - Phase shifting transformer
    

11. •Thursday 11/19 - 3:30 PM - Mindworks - Wildlife Surveillance Instrumentation
    

12. •Thursday 11/19 - 4:00 PM - ECE conference room - AUV
    

TBD

UI compost design

Power Boost Kick Scooter

Boiling water test loop

Agenda

1. • Snapshot day guidelines for 1st semester teams