Project Selection Criteria

• Are there one or more clear problems to be solved? That is, what are the current solutions available and what are their deficiencies?
• Are there many concepts possible, or is there only one natural solution toward which all students will tend to gravitate?
• Can the solutions be steered in the directions that will meet the course goals? There should be an emphasis on conceptual design, with a strong engineering modeling component, detailed design, and prototype fabrication and testing.
• Do the students have or have access to sufficient background to do the project? Students should have access to helpful industry representatives and faculty if the students themselves are not customers for the product.
• Does the project sufficiently challenge them analytically? They should not be able to solve the design problem without engineering modeling. Modeling is ideally multidisciplinary, requiring integration of a broad range of their core undergraduate courses.
• Is the problem unique, not been solved thoroughly before? It is not good if there are already many good solutions available in the market place.
• Is it reasonable in scope and complexity? Projects can be suitable for groups of 3 or 4, or can be large in scale, addressed by a class of 20 students. Large projects bring in more of the team management issues.
• Are faculty and other resources available for them to access for technical guidance?
• Are appropriate testing spaces and equipment available for the project requirements?
• Note: Course policy prohibits projects involving drones, weapons, or significant safety risk.

A few examples of appropriate projects:

• Dynamometer for continuously variable transmissions
• Waste heat recovery from a small 2-stroke engine
• Shop-air-powered motors (maximize power)
• Drag reducing treatments for commercial tanker trucks
• Basic utility vehicle for third world country
• Remote controlled recognizance aircraft
• Stair accessible wheel chair
• Training aids for competitive swimmers
• Compressed air powered rockets
• Anti-sway load-equalizing trailer hitch

Differences Between ME 263 (Sophomore) and ME 463 (Senior) Projects

1. ME 463 requires the prototype to be built and tested. ME 263 does always require this or it is too a lesser extent.
2. ME 463 usually starts at the conceptual design phase, ME 263 starts with marketing.
3. ME 463 is heavily based on engineering modeling and calculations. ME 263 has about 1.5 – 2 weeks of this, and the level is greatly reduced.
4. In ME 263, the faculty play an active role on the teams. In ME 463, the faculty are advisers more than active members.
5. ME 263 projects are restricted to teams of 3 or 4. ME 463 projects can be much more ambitious, with sub-groups and managers.
6. The design process is very structured in ME 263, and is prescribed for the students. The design process is largely up to the students in ME 463.