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GE 142 Lecture 5 Group Dyn TBL DFX Nov 19 2021 Final.pdf

GE 142 Lecture 5 Group Dyn TBL DFX Nov 19 2021 Final

pdf

School

University of Saskatchewan *

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Course

142

Subject

Industrial Engineering

Date

Oct 30, 2023

Type

pdf

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45

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GE 142 – Design I Photography Luca Onniboni / Unsplash

Friday Nov 19  Announcements  Today’s Learning Outcomes  Review of Last Day  Group Work/Dynamics  TBL  DFX (sustainability)  Assignment 3  Assignment 4  Looking Ahead  The Final Word

Announcements  Assignment 1 – Logbooks due today by 5 pm  drop off on 2 nd floor of A wing in labelled tubs  put your logbook in the right tub!  Assignment 2 is currently being graded  Assignment 3 is out/will be discussed today  should be working on Assignment 4 and your group should have submitted your topic to your Design lab instructor by end of today for approval  Type A Unit 2 quiz out today (short, 15 min)  Assignment 2 model answers available Monday

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Today’s Learning Outcomes  today, we continue with CLO1 Utilize an Engineering Design Mindset  RLO 1.1 recognize, define, compare, and use terms and concepts employed in engineering design  RLO 1.3 constructively reflect on how to improve their design work

Today’s Learning Outcomes  s pecifically, by the end of today you will …  be able to start building a constructive dialogue with your Assignment 4 group members,  be able to appreciate the value of TBL and its relevance to engineering design problems, and  be able to start applying the concept of DFX to sustainability b ut first, a review of last day …

Problem Definition Detailed Introduction  Service Environment  the environment your design (solution) will operate in  consider things like:  inorganic aspects (temperature, dust, moisture, vibration, noise, sun, corrosion, radiation)  living things (pets, insects, microbes, mold, etc)  virtual aspects (wireless networks, cell phones, web, radio)

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Problem Definition Detailed Introduction Problem Statement Canadian West Coast salmon farms need to accurately count mature fish each month, at less than 1¢ per fish, for enhanced inventory control and customer service. Service Environment Canadian West Coast fish farms - temperature, water, turbidity, sun, snow, other fish, sea animals, kelp, etc. Operations/Maintenance staff - training, skills, availability, strength, etc. Virtual Environment - wireless networks?

A North American (Western) Design Process  Identify, Accept, Characterize, Define the Problem  Develop Alternative Solutions to the Problem  Evaluate Alternative Solutions  Pick the Best One  Optimize It  Iterate (complete this cycle for Conceptual, Intermediate, and Detailed Design … back & forth)

An Intro to Problem Definition  Problem Definition includes:  Background and Motivations  Problem Identification/Statement  Value Proposition  Scope  Functions  Criteria/Objectives  Constraints/Specs  Stakeholders  Service Environment

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Researching Design Problems  qualities to accentuate in ourselves  open-mindedness  curiosity  empathy  detail oriented  roles to play  investigator  explorer

Researching Design Problems  activities to engage in  interview potential clients/users/stakeholders  ask questions e.g. why?  learn about the general topic area of the problem  investigate current solutions (benchmarks)  listen and gather data  review the literature on the problem  resources?  many available to you as USask students  guest was Helen Power, Engineering Librarian

Accessing Library Resources Remotely  Visit this webpage: Connect from Home a) Link Google Scholar to USask resources  Searching the Library website a) Webpage on USearch vs. Catalogue and how to search  The Engineering Research Guides include: a) Links to databases, specific ebooks b) Information on how to find standards and patents

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Evaluate: The CRAAP Test C urrency  When was it published? When was it last updated? Do you need more recent information? R elevance  Does this resource answer your question? Who is this intended for? Have you look at more than just this resource? A uthority  Who is the author/publisher? What are their credentials? A ccuracy  Where is the information from? Are arguments supported? Is the source peer reviewed? P urpose  Is it meant to educate, to sell something, to entertain? Who funded this research? Is there bias? Is the information fact or opinion?

 Entries can be created, added, and edited by anyone  Broad introductory reading about your topic  Finding additional terms/concepts to search by  A few references to start with  Chemical errors are common on Wikipedia*  Good place to start … bad place to finish! *Mandler, M. D. (2017). Glaring chemical errors persist for years on wikipedia. Journal of Chemical Education, 94 (3), 271-272. doi:10.1021/acs.jchemed.6b00478 Wikipedia

Google vs. Google Scholar  Use Google when searching for reports  Use Google Scholar for journal articles  Google Scholar indexes “scholarly” materials a) Doesn’t capture everything b) Inconsistent in what is indexed, redundant, non-scholarly items included  Google search hacks: a) Filetype:.pdf b) Limit by site or domain (ex. .gc.ca) c) Use advanced search for these and other filters

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Brainstorming Keywords  Brainstorm keywords to represent your key concepts a) Synonyms, related terms, broader & narrower terms, alternate spellings, terms that have changed over time  Mining for new keywords a) From Google Scholar, search results from databases b) From your problem scenarios, online articles (read through the abstract), webpages (Wikipedia!), and other sources

Research Tools: “ ” Phrase Searching  Makes sure you’re getting articles that have those words together in that order  Good for searching titles, names, common multiple-word keywords “uranium ore”

Research Tools: AND “Foot orthoses” AND swimming  Makes sure you’re getting articles that have both terms  Use AND between all concepts “Foot orthoses” Swimming

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Research Tools: OR Blind OR “visually impaired”  Makes sure you’re getting articles that have one term or both terms blind “Visually impaired”

Resources  Engineering Research Guides a) Books & ebooks b) Journal Article databases c) Patents d) Theses & Dissertations e) Standards, Codes, & Legislation f) Managing references

 engineers almost always work in teams  some are cross-functional teams; others are within-function teams  like sports teams, some engineering teams perform well while others do not  on a continuum of performance, we can refer to: a) Pseudo-teams – perform below expectations b) Potential teams – perform like an average member c) Real teams – communicate and are synergistic d) High-performance teams – fully actualize potential Group Dynamics & Teamwork

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 the first 3 stages involving organizing , while the last stage involves producing  can get stuck at any stage The Tuckman Team Model

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 meetings and agendas  an agenda template … Call to Order Approve Agenda Approve Last Minutes Old/Ongoing Business Items New Business Action Items Next Meeting Adjournment Tools for Forming & Norming

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 minutes  they mirror agenda  record i. key discussion points/ideas/opinions ii. dates and deadlines iii. all decisions, and how they were made  n ot recorded by chair of meeting  rotate who takes them?  get them out to members ( photo→email ?) ASAP Tools for Forming & Norming

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n ew material …

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 plan to take time to deal with people problems  build in expectations that no one is perfect  set early deadlines for first deliverables  joke and be positive as best you can  s leep on issues … but don’t let them fester  remember that ALL teams go through storming  keep communication lines open  separate people from the problem, if possible  focus on process solutions that work for all Dealing with Storming

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 Voting  majority wins … any problems with this?  weighted voting, by those most affected  Consensus  does not mean everyone agrees  just that everyone agrees and/or is not against it  Executive Decision Making  for crisis times  the team empowers certain members in certain circumstances to make these time-critical decisions Decision Making Processes

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 some basic tips for group productivity:  l et everyone speak (don’t dominate conversations)  encourage those that are quiet, to speak  listen and be engaged in discussions (not cellphones)  d on’t judge quickly/prematurely (be open -minded)  use respectful language  critique ideas, not people  have a logistical leader/coordinator  set meetings that everyone can make  be at meetings, on time  distribute work playing to wants, needs, strengths Group Dynamics Tips

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TBL  stands for triple bottom line (accounting)  1997 John Elkington (business author)  profit, planet, people i.e. full cost  UN standards for natural and human capital  what are the currencies of these accounts?  profit – $$$ are the currency of economics  planet – GHG emissions, waste volumne, and toxicity can be used in some environmental accountings  people – genuine progress indicators (GPIs) ... which include health, wealth, education, crime rates, and even happiness e.g. https://worldhappiness.report/ed/2021 /

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TBL  TBL: one example of alternative accounting  n ot perfect, so what’s the value in us looking at it?  what are the 3 “bottom lines” i.e. what are economic cost/profit, environmental cost/profit, and human cost/profit, in terms of engineering design?  d esign objectives …  remember, sometimes you get to choose (or at least influence) design objectives … so do you care about the environment and people?  if you do, you need to make them strong objectives

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TBL  c onsider Indigenous design …  all Indigenous design was highly sustainable  it was also deeply integrated into the social fabric  t he “profit” motive was not as strong/clear  their pace of change was slow, evolutionary, and generational  they did not ruin the environment like we do w hich brings us to …

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DFX  Design for X  design for a specific objective that is of great importance or relevance to your design problem  what can “X” be ?

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DFX a) Assembly (manufacturing) b) Accessibility (universal design) c) Human factors (user-centered design, interaction/experience design, task analysis, use case method, concept of operations) d) Durability (MTBF) e) Flexibility (agile design) f) Environment/sustainability (3 R’s, LCA, ecological footprint) g) Testing and maintenance h) Safety (codes, risks and hazards, safety factors) i) Aesthetics j) IP (intellectual property; patents, copyrights, licensing)

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DFX - Sustainability  what is an “ecological footprint”?  a measure of human demand on natural capital  a function of both consumption of inputs & production of outputs  Life Cycle Assessment (LCA)  looks at the entire life of a product from “cradle -to- grave” (what resources are consumed, and what outputs are produced?) i.e. a circular economy  it basically gives the ecological footprint of a product  we can use a cradle-to-grave design approach

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DFX - Sustainability  consumption of inputs occurs through:  Production  what amounts of which resources get used in the product?  how does one find and get those resources?  how does one manufacture the product?  how many units are made?  Retailing  how does one get it to market?  how is it advertised?  how is it packaged?  where and how is it sold?

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DFX - Sustainability  Use  what does it consume during use?  how frequently is it used?  how long is it used each time it is used?  how long will the product last?  what resources are consumed in maintenance and repairs?  Destruction  are any resources consumed in its destruction?  which and how many/much?

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DFX - Sustainability  production of outputs occurs through …  Production  how much, how toxic and what types of waste are produced?  Retailing  how far does the product need to travel to get to market?  what volume and type of garbage is produced?  Use  does use create waste or by-products or emissions?  Destruction  how does it degrade?  into what does it degrade?  what can be recycled or re-used?

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DFX - Sustainability  ultimately, a thorough accounting of enviro impact  why should you care about what the ecological footprint of a design is?  it is a key indicator of the sustainability of our species on this planet i.e. can the Earth’s ecology sustainably handle our collective footprints  sustainability - meeting our needs without compromising the ability of future generations to meet their needs (NB: needs , not wants)  the good news?

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DFX - Sustainability  there are many ways and tools to design sustainability into products and processes  e.g. at a high level  The 3 R’s  reduce, reuse, recycle  TBL Considerations  account for human health, ecological health, and resource depletion  at a lower level, metrics for the enviro impact of using different materials e.g. https://www.greenspec.co.uk /  environmental engineering is all about this stuff!

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Assignment #3  a reflection essay on design  the first of two such reflection essays  about 1.5 pages long  due next Wed on Crowdmark  l et’s take a look …  based on any/all design experiences in the course so far e.g. lectures, labs, assignments, research …

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Assignment #4  met with your group yet?  found a “good” problem yet?  “problem idea” approval extended to next Wed  you can ask us what we think of your proposed design problem (email or on Canvas Discussion)  main thing: keep scope manageable, and come up with a technical problem (not just social)  literally consider every word/phrase in your PS

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Assignment #4  ask yourselves, what bugs you?  that will be the best source of ideas and inspiration  try to find common ground in your group  set up a communication plan/platform  develop a work plan, if you haven’t yet  discuss initial ideas for design problems and/or when and how you will find them  if you have your design topic/problem approved, then get working on research, and on writing your memo in draft

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Today’s Learning Outcomes  s pecifically, by the end of today you will …  be able to start building a constructive dialogue with your Assignment 4 group members,  be able to start applying the concept of TBL to simple design problems, and  be able to start applying the concept of DFX to sustainability

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Looking Ahead  n ext week by Wednesday …  get your Assignment 4 topic approved  get Assignment 2 grades  Assignment 3 due  next Friday Nov 26  Type A Unit 2 Quiz due  Design lecture #6 (of 9)  tech innovation/entrepreneurship  benefits and feasibility (risks) of the project + conclusion  get back Logbooks and Assignment 1 grades  Assignment 5 – second log and reflection (record log entries for the coming week on loose-leaf)

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The Final Word “ We do not inherit the earth from our ancestors; we borrow it from our children ” Author Unknown

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