1. Welcome to Engineering 1182 or 1188
1188 is the transfer sequence of 1182 and covers the same lab material.
Introductions

2. Today’s Plan Welcome and Teaching Team Introduction
Class Style and Expectations
Important Websites
Classroom Login
Overview of the Course
Syllabus
Introduce the Design-Build Project
Technical Communications

3. The First-Year Engineering Program
Focus
Semester 1
Problem Solving with Engineering Tools
Hands-on Laboratories
Technical Communications
Teamwork
Semester 2
Visualization and CAD
Design and Build Projects
Technical Communications
Teamwork

4. Online Course Management Systems (The EEIC Course and Carmen websites)
Online tool for most course resources such as course assignments and lecture materials are in the EEIC Courses website.
Online tool for some course resources such as gradebook, quizzes, journals and NEWS are in Carmen.
For 24/7 access using your OSU login
EEIC
Carmen

5. Teaching Team Introduction
Instructor
Graduate Teaching Associate (GTA)
Undergraduate Teaching Associates (UTA)
This is where your instructional team will introduce themselves and tell a little about who they are

6. Logging on in any Hitchcock classroom
WINDOWS 7
Windows 7 Logon
Press <CTRL> + <ALT> + <DELETE>
Then fill in the logon window with
Your User ID *
Your Password (case sensitive text) *
* As illustrated on the following slide
If you need any help logging in to any Hitchcock computer please see someone in Hitchcock 315
Introductions

7. Entering your default password
Brian O’Buckeye
Brian O’Buckeye
Brian O’Buckeye
Username (OSU name.#):
Default Password:
Username (OSU name.#): obuckeye.1
Default Password: O O O
O b
The username is what the students use to log in to their .
The password is shown in the graph above and is as follows: (Capital Last Name Initial)(8 or 9 Digit Student ID Number)(Period)(Lower Case First Name Initial)
Capital Last Name Initial: O
Student ID Number:
Period
Lower Case First Name Initial: b
Introductions

8. Computer Access First Year Engineering Students have access to:
Hitchcock 224 and 308 during scheduled class time hours
Hitchcock 324 Student Computer Lab
Open 24/7 BuckID Swipe Access
Staffed with Teaching Associates [Monday – Friday] for homework help

9. Your Class Schedule for Today (Three Phases enumerated in the EEIC website:.)
Student: Please logon to the EEIC Courses website
Before class
Topics covered and activities begun In Class
*** This is a sample so make sure to verify what assignments you need to do for you specific class!!
After class

10. CARMEN ORGANIZATION Quizzes/Journals and Dropbox Grades
Content and Additional Information
Upcoming Events such as Journals or Quizzes due dates

11. Understanding the Syllabus
It is your responsibility to carefully review and follow the syllabus and the Class Schedule!
A minimum grade of is required in the following course components to receive a passing grade for this course:
Class Assignments
Design Project
50%
Go over the syllabus with the students which is located on the EEIC course website

12. Advanced Energy Vehicle (AEV)
Lab 00: AEV Project Introduction

13. Introduction
AEVs are small (< 500grams), autonomous, electric motor- powered, propeller-driven vehicles that are suspended from and maneuver along a monorail track systems hung from the laboratory ceilings
Example AEV
Introduce the concept of Advanced Energy Vehicles (AEVs), described above, and the design/build project. Refer to the Grand Challenges: Alternative energy sources, and the research and development to harness and use the energy efficiently is on the top of the list of the Grand Challenges for Engineers of the 21st Century – as determined by a committee of the National Academy of Engineering.
The overall objective for the AEV design/build project is to introduce the students the concepts of energy efficiency and energy management through the team oriented multidisciplinary design and operation of a small autonomous vehicle.

14. AEV Learning Objectives
Project Management and Teamwork
Time management, task scheduling, communication, etc.
Design Process and Cycle
Identifying requirements/constraints, brainstorming, initial designs, build/test/analyze, final design, etc.
Project Documentation
Project Portfolio, design review phase documents, final reports, extra credit video, etc.
There are three (3) main objectives to the AEV project.
Project Management and Teamwork:
To successfully bring any complex project to completion requires proper planning and the coordinated effort of a group of people
Expected to produce related documents such as a project schedule and team meeting records, all of which must be regularly updated and kept in the team project notebook (discussed next week)
Design Process and Cycle:
Process includes: identifying the project requirements and constraints, gathering background information, brainstorming, identification and management of materials, preliminary analysis & initial design, and the build/test/modify/document cycle
As part of this process, you will brainstorm initial concepts of your AEV, produce a preliminary design of your AEV, document revisions as they occur, and produce a final paper design that accurately reflects your final AEV design
Review Engineering Design Process material from 1181
Project Documentation:
Documentation consists of three parts: the team project notebook, the oral presentation and the final written report.
The team project notebook is the complete documentation of the AEV project, which will be reviewed on a weekly basis. It should contain lab documentation, paper design, team meeting minutes, project management documents, and anything else of importance relating to the AEV. The final technical oral presentation is an overview of your AEV design. The final written report is a complete summary of all aspects of your design.
The requirements for each of these are described during the design project.
Other references are: Tools and Tactics of Design and A Guide to Writing as an Engineer.

15. AEV Design Cycle

16. Problem Solving Method
5. Evaluate
4. Implement
3. Plan
2. Represent
1. Define
Problem solving is an iterative process. At any point you may need to go back to a previous step (even the beginning!) and re-work the problem.
Reworking the problem will provide a better solution than rushing through the steps. Your first solution may not be your best solution!
See Lecture 02 from ENGR 1181 for more in depth description of DR PIE
Explain that using this method may seem like it makes a simple problem more complicated but with real life engineering problems – where there may be no solution or multiple solutions – this method helps engineers stay organized and keep track of all the details.
First letter spells out Dr. Pie. Good way to remember.

17. experimental Research
Define
AEV Project Objective
(Problem Definition)
Represent
Initial Concepts
(Brainstorming)
experimental Research
Plan
(Programming)
(System Analysis)
Let us apply DR PIE to the AEV Project
Implement
ANALYZE
DESIGN DECISION
RESEARCH
COMPARE
Evaluate
PT 1
PT 2
PT 3
PT 4
Review definition provided above.
Design review phases are used, to various degrees, within industry and department of defense components
The most commonly known are the Preliminary Design Review and the Critical Design Review.
The review phases relevant to, and important for, the AEV project are listed on the following slides.
FINAL DESIGN
Present AEV Design

18. AEV Design Review Phases
Demonstrate the design process through a series of review phases
A design review is described as a:
"documented, comprehensive examination of the design to evaluate the adequacy of the design requirements“
The Mission Concept Review (MCR) is an example of an early review phase; and, in this case, is provided.
Review definition provided above.
Design review phases are used, to various degrees, within industry and department of defense components
The most commonly known are the Preliminary Design Review and the Critical Design Review.
The review phases relevant to, and important for, the AEV project are listed on the following slides.

19. AEV Design Review Phases Procedure
AEV design teams will demonstrate the design by:
Understanding the Mission Concept Review (MCR) to create an AEV to complete mission objectives and to meet design constraints
Developing Test Readiness Review Documents (TRR) to demonstrate that the team is prepared to meet the Performance Test Objectives
Developing a Preliminary Design Review Document (PDR) from laboratory tests and Performance Test 1
Developing a Critical (Final) Design Review Document (CDR) from detailed investigations in design, including the PDR, and Performance Tests 2-4
The Preliminary Design Review (PDR) and the Critical Design Review (CDR) are the major milestones for the AEV project.

20. AEV Design Review Phases Overview
Mission Concept Review (provided)
Mission Concept Review
(MCR)
Test Readiness Review: Performance Test 1
Preliminary Design Review
(PDR)
Test Readiness Reviews: Performance Test 2-4:
Critical Design Review
(CDR)
Systematic view of the design review phases.
Final Documentation

21. DEFINE: Mission Concept Review (MCR)

22. DEFINE: Mission Concept Review
Background:
Galactic Empire is rebuilding their army after the destruction of the Death Star
Rebel alliance needs to prepared
Construction is done on remote planets
Power very limited
Alliance using a monorail system to transport newly constructed R2D2 units from one side of the planet to the interceptor aircrafts
Giphy.com

23. Vehicle Constraints
The AEV must traverse along a monorail track system.
The AEV must be able to operate both forward and backward along the monorail track system.
The main propulsion system must be air driven (propeller) and hang below the track system.
The vehicle must utilize provided Li-PO batteries to supply the power to the electric motors.
The Arduino Controller must not be placed on the vertical support arm.
There must be a clearance area of two by two inches between the Arduino Controller and the caboose connection (magnet). The front of the AEV will have a mating erector set part similar to the bracket shown below, but without a magnet. The Caboose will initially be positioned the entrance of the junkyard.

24. Track is split into 4 parts Outside Right (Green)
Front of Classroom
Track is split into 4 parts
Outside Right (Green)
Inside Right (Purple)
Outside Left (Blue)
Inside Left (Red)
Scenario is the same for all, just different distances
1. Start at the Drop-off area with the front wheel of the AEV just behind Mark 1.
2. The AEV will traverse to the gate to be checked in.
a. To successfully get through the gate the AEV must trip (pass by) the first sensor only. Once the sensor has been activated, it takes the gate 7.0 seconds to open. If the AEV gets too close to the gate and trips the red sensor the gate will lock and the AEV will not be granted permission to pass through the gate.
3. Navigate to the cargo area
4. Stop at the cargo area and pick up an R2-D2 and wait 5.0 seconds to verify cargo is all loaded.
5. Travel back to the gate.
6. Traverse to the drop-off area. To successfully complete the mission objective, both wheels of the AEV must be between Mark 2 and the start point (Cargo does not have to be within these two marks.).

25. Represent: AEV Components
Handout:
AEV Kits
DISCLAIMER for replacement of lost or damaged kits
This is when AEV kits are distributed to the student teams

26. AEV Components Kit Components Classroom Components Desktop Tracks
Li-PO Battery and Chargers
Kit Components
AEV-Kit
Automatic Control System
Structure Pieces
Hardware
Electric Motors
Propellers
Monorail wheels
Hand Tools
These components are to stay in the classroom at ALL times
Two (2) sets of AEV components:
AEV-Kit (Student teams responsibility to bring to class). Students must be made aware of the DISCLAIMER, and
Classroom components are to NEVER leave the classroom and are shared by all teams at respective tables.

27. AEV Components Final Test and Competition Tracks Tracks: Desktop
Classroom
Desktop Track
Each desk has a desktop stand to use throughout the AEV design process
Classroom Track
The laboratory has suspended track(s) for design and operational testing
Desktop tracks are to be left in the CLASSROOM at ALL times.
Point out classroom track overhead and relate it to the operational objectives in the Mission Concept Review

28. AEV Components AEV Structure and Wheels AEV Structure and Wheels
Propulsion System
Energy Storage
Automatic Controller
Motor Driver
Aerodynamic Bodies
AEV Wheel
Structure components include various shapes and sizes of perforated plastic, monorail support arm(s), and necessary hardware for assembling various structural design layouts
Structure pieces can NOT be modified.
All AEV structure components must use provided parts
AEV Reflective Sensor

29. AEV Components AEV Propulsion System AEV Propulsion System
Structure and Wheels
Propulsion System
Energy Storage
Automatic Controller
Motor Driver
Aerodynamic Bodies
Brushless Electric Motor
Two (2) brushless motors are provided in each AEV-kit. Brushless motors can run both clockwise and counter-clockwise directions, and can reverse directions instantly and seamlessly.
The first two numbers are the propellers radius in millimeters and the second two numbers describe the percentage of pitch from propeller hub to propeller tip.
This will be discussed in further detail in Performance Test 1.
2.5” and 3”, Diameter Propellers

30. AEV Components AEV Energy Storage AEV Energy Storage
Structure and Wheels
Propulsion System
Energy Storage
Automatic Controller
Motor Driver
Aerodynamic Bodies
2-Cell Lithium-Polymer Battery
Capacity: 800mAh
Voltage: 7.4V (nominal)
The AEV power source is a 2-cell Li-PO battery.
The battery is part of the classroom kit and must stay in the classroom at ALL times.

31. AEV Components AEV Automatic Control System AEV Automatic Controller
Structure and Wheels
Propulsion System
Energy Storage
Automatic Controller
Motor Driver
Aerodynamic Bodies
Arduino Nano USB
The AEV-Automatic Control System (ACS) includes one (1) Arduinos ATMega328 and two (2) Toshiba Motor Drivers.
The AEV-ACS provides autonomous control and data recording capability for post-processing AEV performance.
Motor Driver

32. AEV Components AEV Aerodynamic Body Components OPTIONAL AEV
Structure and Wheels
Propulsion System
Energy Storage
Automatic Controller
Motor Driver
Aerodynamic Bodies
OPTIONAL components
for AEV Design
Home-built or Team Bought
Innovative thought encouraged
Aerodynamic body components are highly encouraged for creativity and functionality
Each optional component must be securely fastened to the AEV structure, without modifying or damaging the structural components.

33. AEV Components AEV Aerodynamic Body Components OPTIONAL AEV
Structure and Wheels
Propulsion System
Energy Storage
Automatic Controller
Motor Driver
Aerodynamic Bodies
3D Printing and Laser Cutting will be discussed later but is an option for students to help promote creativity and innovation !
3D Printing
Laser Cutting

34. Note: Students only have access to one servo NOT two
AEV Components
AEV Extra Components OPTIONAL
Servo
Can be used as (not limited to):
Brake
Rotate motors
Run Video from 0:41-1:02
Note: Students only have access to one servo NOT two

35. PLAN: Brainstorming Activity

36. Connecting the components to AEV
Now that the problem has been defined, and you have represented the components of the AEV, brainstorm the design plan.
As a group, on each sticky note write one thing that may be tested, designed and modified for your AEV.

37. Technical Communications

38. Technical Communication is Different
High School Writing
Technical Communication
Expository
Double spaced
Essay format
Descriptive
Length requirement
Informative
Often single spaced
Professional format
Concise and precise
Short is preferred
In your previous writing for school, you were asked to write essays and reports in the high school environment.
You wrote essays and reports to respond to prompts and assignments given by your teacher. The teacher was the audience and they requested double-spaced essays on topics that encouraged you to write descriptively and to meet a minimum length limit.
Optional Question to Class: Has anyone written other documents in other contexts beside those I’ve just described? Handle as responses vary. Science fairs, Robot Competitions, Eagle Scout projects all come a bit closer to being Technical Communications.
Technical communication should be thought of as “workplace writing.” It is VERY different from the writing many of you have done for school.
It is also VERY different from blogging on the Internet, Instant Messaging with friends, Tweeting, Texting and so on!!
Those who write for work are in a formal, for-pay environment. They would NEVER write a workplace document in the style or format of a TEXT.
Optional Question to Class: How many of you , text or tweet?
To Whom are you sending these messages?
How are those audiences different from “workplace writing?”
Professional engineers at work are intent upon solving a problem, conveying information or persuading another person at work based upon facts and data.
No one at work has time to read “essays” and they would be offended by casual or informal communication because their time is valuable to them and to the organization.
Informality is just not acceptable at work.
So Technical Communication style, format and conventions were developed to help professionals transmit their message using precise language and very specific formats, like memos that are acceptable to everyone concerned with work.
Memos are usually short, internal documents that people at work use to convey message for many purposes and on many topics.

39. Executive Summaries Problem or objectives statement
Obstacles and solutions
Improvements
Lab procedure
Attachments
Results

40. Lab Memos Heading Introduction Results Conclusion and Recommendation
Appendix

41. Lab Reports Title Page Table of Contents List of Figures and Tables
Executive Summary
Introduction
Results
Conclusion
References
Appendix

42. Report and Memo Resources
On Website
See Technical Communication Guide
Instructional staff, especially GTAs for direction
Grader for feedback

43. Project Portfolio Project portfolio is done on u.osu.edu
Keeps track of all AEV documents and team’s progress
Can use to show future employer

44. Team Meeting Notes Should include the following:
Objective of the meeting (few sentences)
Tasks completed
Bullets with each task
Assigned person to each task
Short summary of status
Tasks to be completed for upcoming week
Timeline/gantt chart with major milestones (in necessary)

45. Technical Communications Do’s and Don’ts
This is when AEV kits are distributed to the student teams

46. Photos should… Be clear with good contrast
Only include necessary equipment
Indicate scale

47. Cold
These slides show examples of good and bad photos to include in reports and presentations.
Click 1: This photo is way too busy, focuses on the person, and isn’t great contrast
Click 2: We’re getting better, but still way too busy
Click 3: Cleaner, but it doesn’t show how the setup is used, and the battery isn’t a great indication of scale
Click 4: Good indication of scale, shows how equipment is used. Would still like to see a higher contrast background.

48. Getting warmer…
These slides show examples of good and bad photos to include in reports and presentations.
Click 1: This photo is way too busy, focuses on the person, and isn’t great contrast
Click 2: We’re getting better, but still way too busy
Click 3: Cleaner, but it doesn’t show how the setup is used, and the battery isn’t a great indication of scale
Click 4: Good indication of scale, shows how equipment is used. Would still like to see a higher contrast background.

49. Warmer still…
These slides show examples of good and bad photos to include in reports and presentations.
Click 1: This photo is way too busy, focuses on the person, and isn’t great contrast
Click 2: We’re getting better, but still way too busy
Click 3: Cleaner, but it doesn’t show how the setup is used, and the battery isn’t a great indication of scale
Click 4: Good indication of scale, shows how equipment is used. Would still like to see a higher contrast background.

50. Hot
These slides show examples of good and bad photos to include in reports and presentations.
Click 1: This photo is way too busy, focuses on the person, and isn’t great contrast
Click 2: We’re getting better, but still way too busy
Click 3: Cleaner, but it doesn’t show how the setup is used, and the battery isn’t a great indication of scale
Click 4: Good indication of scale, shows how equipment is used. Would still like to see a higher contrast background.

51. Reducing Noise: Presenting Clearly?X
It is bad to put the full set of data in the project portfolio or in the body of the report. Only the user sees the meaning behind it. It is better to summarize the data in a smaller table. If the full set of data is required in a report, it is better to still summarize the data in a smaller table and provide the full set of data in the appendix.

52. Reducing Noise: Presenting Clearly
I can read this (32 pt.)
I can read this, too (28 pt.)
We are getting small, but still readable (24 pt.)
This is getting too small to read (20 pt.)
Please be kind to your audience (16 pt.)
Don’t go below 20 point font (12 pt.)

53. Reducing Noise: Presenting Clearly
Don’t blind your audience.
Bad Idea
Good Idea
Bad Idea
Bad Idea
Good Idea
Bad Idea
Bad Idea
Good Idea
Bad Idea
Bad Idea
Good Idea
Good Idea
Bad Idea
Good Idea
Good Idea

54. Reducing Noise: Presenting Clearly
Watch size and complexity of figures and tables.
Use few words.

55. Questions ??

56. For next week Lab 01: Creative Design Thinking
Bring kit (required for all labs)
Review Lab 01 material in the Lab Manual
Quiz 01
Study:
Lab Overview (Lab Manual)
Safety Rules (Lab Manual)
Mission Concept Review (Lab Manual)
Lab 01 + Appendix for Lab 01 (Lab Manual)