by
Ann Bisantz, Amjad Aref, and Alexander Cartwright
School of Engineering and Applied Sciences
University at Buffalo, State University of New York
Case Objectives:
This case is designed to be used in a freshman Introduction to Engineering course, in which students are typically introduced to a variety of concepts across engineering disciplines, may participate in some design activities, and learn some basic computer skills. The intent of the course is to give students an introduction to the fields of engineering, and some engineering faculty, early in their university experience. Typically engineering students do not take courses in their engineering departments until their second or third years and tend to not have a good idea of what they might really be doing as engineers when they graduate, which may adversely impact student retention (Courter, Millar, and Lyons, 1998). The case is designed to be used very early on in the course, and is intended to give students an idea of what real engineers would work on in the context of a large, complex system that is currently under development. While the case as written is designed to be used in courses where the students plan on majoring in a variety of engineering disciplines, it could be adapted for use by courses designed for students in only one discipline (e.g., a course section consisting only of industrial engineering students) by altering the descriptions of the engineers to include only different sub-specialties within one engineering discipline.
Overview:
Students are presented with a short description of the Intelligent Transportation System (ITS) and work in groups to identify systems and sub-systems of the ITS. Then, the groups of students decide how engineers from different disciplines could contribute to the design of the system. Faculty experienced in these different disciplines (guest lecturers) discuss these assignments with the students. Finally, students and faculty facilitators discuss issues of reliability and redundancy in the context of the ITS system, after reading a synopsis of a recent high profile communications satellite failure.
II. FACILITATING THE CASE
Variation 1: One 1.5-hour class period, small to medium size class (30-40 students). For a larger class, it may take more than one class period.
The case is designed to be used with 3 to 5 guest faculty facilitators in addition to the course instructor, so that experts from different engineering fields (perhaps one from each engineering department) are represented. The discipline and job descriptions given in Part 2 of the case should be adapted to fit the experience of the facilitators and instructors. Remember that freshman students may have a very limited understanding of common engineering terms, so concrete, everyday examples and definitions should be included. Parts 1, 2, and 3 of the case, as well as the diagram, should be handed out throughout the class, as indicated below, rather then altogether at the beginning of the class period.
To begin, assign students to groups of 3 to 5 students, and have students individually read the short description of the Intelligent Transportation System given in Part 1 of the case. (5 minutes). Give each group a large sheet of paper (e.g., from an easel-sized pad) and a marker. When students are finished reading the description, have each group come up with a list of parts (5 to 10) of the ITS. The ideas of systems, sub-systems, and components may be new to students, so in describing the task identifying the parts of the system may help. Introduce the definitions of system, component, and sub-system using the diagram given in Part 1. Post the students' lists and have the students comment on one or two components. As the discussion is taking place (10 to 15 minutes), one faculty facilitator should construct a block diagram on the board relating the components, sub-systems, etc., that student groups have identified. One interesting discussion point when we presented the case was the fact that several groups listed functions as well as physical components -- it provided the start to a good discussion about the difference between physical components and functions, and physical and functional decompositions of systems.
Next, have the facilitators describe a little about what they do as engineers (according to the descriptions presented in Part 2, which can also be handed out to students), and have the students work in groups to assign each engineer three different jobs in the design of the ITS (about 10 minutes). Again, have students post their lists, and then have each engineering faculty discuss how the jobs would or wouldn't be appropriate for their discipline (about 20 minutes).
Third, give students the description of the satellite failure, given in Part 3 of the case, to read (5 minutes). Discuss, based on the jobs that were introduced, and the systems and components, discuss how each engineer should take into account the possibility that a component of the communications system necessary for the ITS might fail. Possible topics include measuring reliability of system components, designing redundant systems, and the impact of catastrophic failures on co-located back-up systems (15 to 20 minutes).
Possible follow-up questions for homework:
1. What is a system?
2. What is a component?
3. Have students do a block diagram showing sub-systems and components
of a system they are familiar with (for example, their computer, bicycle,
dormitory, or cafeteria).
4. Describe the role of engineers in 1-2 sentences.
5. Describe the role of an Civil Engineer in 1-2 sentences.
6. Describe the role of an Industrial Engineer in 1-2 sentences.
7. Describe the role of an Electrical Engineer in 1-2 sentences.
8. What is involved in the design of a system?
9. Is it possible to design these system components independently?
10. Is it possible to integrate the AHS into the current transportation
system?
Variation 2: Multiple class periods.
In the first class, spend more time on the system/sub-system concept, perhaps having student groups create their own block diagrams. End the first class with the satellite article, and have students do some out-of-class research on what different types of engineers are doing with the IHS with respect to issues of reliability. In the second class, discuss what students found, and then work through more detailed examples of a design problem in the IHS that would be addressed be each discipline -- what would the goals, methods, and types of solutions look like.
III. STUDENT REACTIONS
This case was initially developed and tested at the NSF-sponsored Case Studies in Science Workshop held at the State University of New York at BuffaloJune 1998. Comments are from a group of 16 "test" students -- freshman and sophomore students primarily in the life sciences and chemistry.
"Good for an introductory class!"
" I hate engineering, but even I had fun. Well-presented, clear, fun format. Makes you think about interconnection."
"I thought the session was very interesting. It gave me a glimpse into what engineers do."
"I realized all the different things engineers do. My dad's an engineer
and now I know the things he does."
IV. REFERENCE
Courter, S. S., Millar, S. B., and Lyons, L. (1998). "From the Students'
Point of View: Experiences in a Freshman Engineering Design Course." Journal
of Engineering Education, 87(3), 283-288.
Acknowledgements: This case was developed as part of a National Science Foundation-sponsored Case Studies in Science Workshop (NSF Award #9752799) held at the State University of New York at Buffalo on June 1-5, 1998.