MSE 43000-44000 Materials Processing and Design I and II
Credits and Contact Hours: 3 credits. Weekly Schedule for 15 weeks: MSE 430, two 50 minute lectures; MSE 440, one 50 minute lecture. For both courses meetings with faculty advisors and laboratory time is by arrangement.
Instructors or Course Coordinators: R. Trice and C. Handwerker.
Textbooks: Barry Hyman, Fundamentals of Engineering Design, 2nd ed., Prentice Hall, 2003
Eugene S. Ferguson, Engineering and the Mind's Eye, MIT Press, 1992. (Advisor Dependent).
Specific Course Information
- Catalog Descriptions: Experience in the initiation and execution of a specific materials project or study involving research, processing, and design; a written proposal on the project prepared by the student under the supervision of an individual faculty member; oral progress report at the end of the semester. [MSE 440 is a] continuation and completion of the materials project or study initiated in MSE 430 and presentation of a written dissertation on the results and conclusions. Competence in technical writing is emphasized in the preparation of the dissertation.
- Prerequisites: MSE 43000: MSE 33500 and MSE 36700; MSE 44000: MSE 34000, MSE 37000 and MSE 43000.
- Course Status: MSE 43000 and 44000 are required courses.
Specific Goals for the Course
1. All Students
A. Prepare and present technical presentations to their peers following a basic presentation outline including slides pertaining to background, need, past and current research, and conclusions. Within the presentation, the student should demonstrate a basic understanding of the topic discussed. Also, all students shall present without the use of any auxiliary notes.
B. Become aware of the complexity of working in teams to achieve goals, including issues related to the importance of communication, leadership roles, establishing goals, and recognizing a diversity of talents among group members.
C. Understand basic questions regarding professional skills development for an engineer. Examples:
• Have a basic understanding of different ethical systems, including legal positivism, ethical egoism, utilitarianism, deontological, etc.
• Be able to discuss the basic steps in the engineering design process including a brief description of what occurs in each step.
• Draw simple logic diagrams that relate the important precedent relationships for tasks required to complete an engineering program.
2. Most Students
A. In addition to those requirements for all students, the student should demonstrate an above average understanding of the complexity of the discussed topic as evidenced by their answers to questions from the audience.
B. Take steps to ameliorate difficulty situations that arise within the research team and recognize how their actions affected the situation.
C. Understand basic questions regarding professional skills development for an engineer.
• Be able to read a short description or paragraph and assess how an individual who held to a particular ethical system would act.
• Evaluate a complex PERT diagram, calculating the earliest and latest time a task can start while still allowing the overall project to be finished on time.
1. Objectives for All Student Research Groups
Working with the context of their team with regard to the specific industry project, all student research groups are expected to do the following:
D-AG. Develop a mission statement that succinctly describes what their project goals are and are not. Demonstrate an understanding of the nature of the industry problem and its importance.
D-BG. Develop a list of tasks necessary to complete the project and apply the project planning methodology to their project. Consistently update these tasks as more information is known about the project. Develop an understanding of the complexity of project planning.
D-CG. Apply knowledge of engineering sciences gained from classroom, and research experience (i.e. SURF, REU, Co-Op, etc.) to solve the industrial problem.
D-DG. Become “experts” in the area related to the industry needs.
D-EG. Design and conduct experiments that specifically address the industry project. Analyze and interpret data gained from these experiments.
D-FG. Provide the necessary written communication for the professor and industry sponsor such that they can stay abreast of the team’s progress.
D-GG. Provide oral presentations that communicate the progress of the group and discuss the implications of the research for the industry sponsor.
Relation of Course to Student Outcomes:
(MSE-1, ABET-a) an ability to apply knowledge of mathematics, science, and engineering to problems in materials engineering.
(MSE-2, ABET-b) an ability to design and conduct experiments, as well as to develop engineering judgment through the analysis and interpretation of data.
(MSE-3, ABET-c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability and sustainability.
(MSE-4, ABET-d) an ability to function on multi-disciplinary teams.
(MSE-5, ABET-e) an ability to identify, formulate, and solve engineering problems, particularly in the context of materials selection and design.
(MSE-6, ABET-f) an understanding of professional and ethical responsibility.
(MSE-7, ABET-g) an ability to exhibit effective oral and written communication skills.
(MSE-10, ABET-j) a knowledge of contemporary issues, particularly as they relate to materials engineering.
Topics Covered: Five Elements of Effective Teaming, Project Planning/Open Ended Problems, Project Planning/Multivariate Decision Making, Project Planning /Gantt Charts, How to Give an Awful Presentation, Project Planning/Critical Path, Analysis of Bottlenecks/Scheduling Solutions, Statistics/Design of Experiments, Theory of Constraints, Professionalism and Ethics.