Embedded Files
Multidisciplinary Design Project for 2nd year engineering
Multidisciplinary Design Project for 2nd year engineering
Multidisciplinary Design (AMR21003) is a dynamic module offered in the AMRC, University of Sheffield, designed to immerse students in the principles and practices of engineering design within a multidisciplinary and sustainability-focused framework. This module challenges students to develop innovative solutions to authentic engineering problems, with a particular emphasis on addressing environmental challenges inspired by the global Earth shot Prize initiative, which targets issues such as protecting nature, cleaning air, reviving oceans, building a waste-free world, and fixing the climate.
Students will engage in a year-long project structured around a standard design process comprising five key stages: Exploration, Generation, Detail, Evaluation, and Communication. In the Exploration stage, students conduct research and define their project focus through deliverables like a Product Design Specification (PDS) and literature reviews. The Generation stage encourages creative ideation, producing multiple design concepts, which are then refined in the Detail stage using tools like CAD software and material selection processes. The Evaluation stage involves rigorous testing through mathematical modelling, numerical simulations, and prototyping, while the Communication stage culminates in presentations and comprehensive technical reports.
Delivered through a blend of lectures, guest lectures, problem-solving classes, and small group research, the module fosters collaboration in multidisciplinary teams, mirroring real-world engineering environments. Students will develop critical skills, including the ability to implement design processes, evaluate technical literature, propose original solutions, perform engineering calculations, and communicate effectively to both technical and non-technical audiences. The module draws on established design methodologies, as referenced in works like Engineering Design Methods by Cross (1994) and Total Design by Pugh (1990), ensuring a robust theoretical foundation.
By participating in this module, students will not only enhance their technical expertise but also cultivate creativity, critical thinking, and a commitment to sustainable engineering practices. The focus on real-life contexts, such as environmental sustainability, prepares students to become forward-thinking engineers capable of addressing complex global challenges.
Module Structure and Deliverables
Module Structure and Deliverables
Learning Outcomes
Learning Outcomes
By the end of the module, students will be able to:
Implement a standard design process to create solutions to authentic engineering problems.
Evaluate technical literature to understand societal, user, business, and environmental needs.
Propose original solutions using standard engineering design tools.
Apply engineering calculations and evaluate prototypes to assess design parameters.
Create detailed designs, including material and manufacturing process selections.
Communicate engineering concepts clearly to diverse audiences.
Teaching Methods
Teaching Methods
The module employs a combination of lectures, guest lectures, interactive problem-solving classes, and collaborative small group research, ensuring a hands-on and engaging learning experience. Formative stage gate review meetings provide ongoing feedback, guiding students through each phase of the design process.
Real-Life Context
Real-Life Context
Inspired by the Earth shot Prize, the module places engineering design in a real-world context, encouraging students to address pressing environmental issues. This approach not only enhances technical skills but also instils a sense of responsibility to create sustainable and impactful solutions.
References
References
Cross, N. (1994). Engineering Design Methods, Strategies for Product Design. 2nd ed. Chichester: John Wiley & Sons Ltd.
Pugh, S. (1990). Total Design: Integrated Methods for Successful Product Engineering.
The Little Book of Design, Department of Mechanical Engineering, The University of Sheffield.
Introduction to Design & CAD/CAM for Engineering 1st Years
Introduction to Design & CAD/CAM for Engineering 1st Years
Multidisciplinary Design (AMR21003) is a dynamic module offered in the AMRC, University of Sheffield, designed to immerse students in the principles and practices of engineering design within a multidisciplinary and sustainability-focused framework. This module challenges students to develop innovative solutions to authentic engineering problems, with a particular emphasis on addressing environmental challenges inspired by the global Earth shot Prize initiative, which targets issues such as protecting nature, cleaning air, reviving oceans, building a waste-free world, and fixing the climate.
From Concept to Creation
At the heart of engineering lies design – the art and science of solving real-world problems with creativity and precision. Developed and delivered at the University of Sheffield AMRC, the first year Design module offers a dynamic, hands-on journey into the modern engineering design process. This isn't just a theoretical course; it's an immersive experience that challenges students to think and act like professional design engineers from day one.
The module was conceived to bridge the gap between academic theory and industry practice. Through an inquiry-based learning approach, students are guided through a structured design methodology that is both rigorous and creative. They learn to dissect a client's brief , generate a multitude of innovative ideas , and apply robust engineering principles to select and refine the most promising solution.
A cornerstone of the module is its focus on the digital toolkit that drives modern manufacturing. Students gain extensive practical experience with industry-standard Computer-Aided Design (CAD) and Computer-Aided Manufacturing (CAM) software. They don't just learn to create 3D models and technical drawings; they master the skills needed to prepare those designs for real-world production, including programming CNC machines.
The Grand Challenge: The Toy Dragster Project
The module culminates in a significant group project that accounts for 70% of the final grade. Acting as a design consultancy, student teams are tasked by a fictional leading toy manufacturer to develop a novel, build-at-home toy dragster car kit for children aged 6 to 10.
The challenge is multi-faceted, mirroring the complexities of a real-world design project. The final car must be propelled by a specified electric motor and travel 10 metres as quickly as possible, all while adhering to a strict budget of £80 for the prototype. Furthermore, the chassis must be designed for manufacture on a 3-axis milling machine, and the entire kit must be simple enough for a child to assemble.
This final assessment is a comprehensive test of the students' abilities, requiring them to deliver:
A Final Technical Report detailing their entire design journey, from initial concept sketches to the final, validated design.
A complete CAD assembly created in Fusion 360, featuring correctly assigned materials and ensuring no interference between parts.
A CAM program to prove the chassis is manufacturable, complete with details of toolpaths, cutting tools, and machining operations.
Engineering calculations to predict the car's performance, including its estimated time over a 10-metre distance.
A short, engaging marketing video designed to appeal to the target age group, showcasing the final product.
Throughout the semester, students are supported through a stage-gate design methodology, with regular gate meetings providing formative feedback from the teaching team. This structured process ensures they remain on track while developing the independent problem-solving skills valued by employers.
Developing World-Class Engineers
By the end of the Engineering Design module, students have not only honed their technical abilities but have also developed the professional skills essential for a successful engineering career. They can:
Analyse and Define Problems: Interrogate a client brief to establish a detailed product design specification, considering everything from performance and aesthetics to legislation and user needs.
Innovate and Justify Solutions: Employ recognised ideation techniques to generate creative concepts and use structured evaluation methods to select and justify the optimal design.
Communicate with Impact: Clearly present complex technical information and design solutions to both technical and non-technical audiences.
Master CAD/CAM: Produce professional-standard 2D technical drawings, 3D solid models, and CNC manufacturing programs with precision and confidence.
Ultimately, this module is about more than just design theory. It’s about empowering the next generation of engineers with the practical skills, creative confidence, and strategic thinking needed to turn bold ideas into tangible, effective solutions.
Engineering Maths: Building Your Foundational Skills
Engineering Maths: Building Your Foundational Skills
This Applied Mathematics course, AMR 191 Engineering Maths, has been developed for first-year Level 4 HNC engineering students at the AMRC. It is a foundational unit designed to feed into all other areas of their engineering studies.
The course aims to develop students' skills in the mathematical principles and theories that are the bedrock of the engineering curriculum. The content is specifically chosen for its direct application in the engineering industry, helping students to build on their knowledge of the core principles of the discipline.
Throughout this module, students are introduced to a range of mathematical methods and statistical techniques, empowering them to analyse and solve problems within a practical engineering context. The learning journey is structured to cover four key areas. Students will begin by exploring fundamental mathematical methods and their relevance to engineering examples, covering topics from solving equations to dimensional analysis.
The curriculum then moves into the application of statistical techniques, where students learn to interpret, organise, and present data using methods such as calculating mean and standard deviation, correlation, and regression. The third stage of the course focuses on trigonometry and vectors, using analytical and computational methods to solve problems related to sinusoidal waves and their engineering applications. Finally, students will examine how differential and integral calculus can be used to solve complex engineering problems, such as those involving rates of change or exponential growth and decay.
The course is delivered using a blended learning model, combining face-to-face teaching and tutorials with a range of online activities. This approach is designed to be flexible and accessible. The teaching is centred on active learning, with a focus on solving real-world examples in the classroom. This includes practical tasks, group discussions, and independent research.
On successful completion of this unit, students will be able to apply a variety of mathematical methods to engineering problems, use statistical techniques to interpret data, and employ analytical methods to evaluate and solve engineering challenges. This provides them with a solid mathematical foundation to support them throughout their apprenticeship and future engineering careers.
Page updated
Google Sites
Report abuse