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Student Portfolio

Engineering Design and Communication
ENG 1513




Lim Hong Koon (0319369)
Lecturer: Dr. Leong Wai Yie
B. Eng (Hons) Mechanical Engineering
Semester 1 March 2014


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T
Table of Contents
Personal Expectation .............................................................................................................................. 3
Taylors Graduate Capabilities ................................................................................................................ 4
Personal Outcome................................................................................................................................... 8
Learning Outcome ................................................................................................................................. 10
Personal SWOT ...................................................................................................................................... 11
Learning Outcome 1: ............................................................................................................................. 12
Learning Outcome 2: ............................................................................................................................. 13
Learning Outcome 3: ............................................................................................................................. 15





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Personal Expectation

What started it all was when we were told about the Engineering Fair
that will be held on the month of July, and what we were supposed to
accomplish for the event. As fresh engineering students that are just entering
the course, we were asked to construct robots that are capable of playing ping-
pong against other robots. I immediately believed that this was not an easy
task, as I have no technical knowledge for electronics and the like. Still, it was a
task that must be done and I was assigned to a group of people that I have yet
to meet.
After a few discussions and getting to know each other, I was elected to
be the group leader to handle this project. It turned out that none of us has
any experience with things like this, so we had to come up with a simple way
to do this project. The weeks went on and we were still quite lost and
dumbfounded on what to do.
Of course in the end, we were able to complete our project with
satisfaction. Throughout the process of getting it done, we were faced with
problems including busy schedules and personal problems. We had quite some
trouble trying to meet up and discuss properly as a team. Nonetheless, my
team members were very encouraging and were willing to put effort into
making this a success. Overall, I am very happy with the way my group handled
things.







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Taylors Graduate Capabilities
Overview

Taylors Graduate Capabilities (TGC) was created in 2007 to enhance
university-level education to meet the ever- changing demands of industry,
community and globalisation. TGC outlines the core knowledge, skills, abilities
and qualities that students will develop at Taylors University regardless of
their programme of study.

In a highly competitive and challenging 21st century workplace, graduates who
are skilled will be relevant, responsive and work-ready to start ahead and stay
ahead in the global marketplace.

A Taylors graduate who is equipped with TGC is not only readily adaptable to
the changing workplace environment, but he/she also has the ability to take on
new tasks and jobs successfully.

The teaching and learning approach at Taylors University is focused on
ensuring that each student is able to acquire and demonstrate discipline-
specific knowledge, cognitive capabilities and soft skills.

Impact on students

Every effort to instill TGC, whether in academics or extra-curricular activities, is
significant in helping our students cultivate the competencies they need to be
competitive in the working world upon graduation.

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Academics in each school are responsible for embedding TGC in their teaching
and learning activities. This is implemented at the module and programme
levels through curricular design that involves mapping learning outcomes in
relation to TGC, assessing TGC achievement and tracking student
development. Evaluation and review mechanisms will be enhanced through
regular audits and curricular review processes.

The universitys Student Support Services instils TGC in students at the co-
curricular and extra-curricular levels. There are many opportunities for
development university-wide, such as opportunities for development
university-wide, such as international collaborations, fairs, community service
initiatives, sports and recreational activities, competitions, internships and
other personal and professional development activities.

The Integrated Teaching and Life-long Learning Centre at Taylors (INTELLECT)
will monitor the implementation of TGC, as well as provide support and
develop resources for stakeholders within the university to drive the TGC plan
to its fulfilment.

With their valuable real-world input, employers in our Industry Advisory Panel,
as well as our alumni network and business partners from varied industries
also have a key role in keeping our strategic plan relevant, current and
grounded in industry expectations.

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Our students are at the centre of this plan. It is our hope they will take
responsibility for consciously developing their own graduate capabilities and
learning to demonstrate those important capabilities through reflection,
portfolios and ultimately, a TGC Award.

The 8 Taylors Graduate Capabilities



DISCIPLINE
SPECIFIC
KNOWLEDGE


Able to put
theories
into practice

Understand
ethical
issues in the
context of the
field of study


Understand
professional
practice
within
the field of
study




LIFELONG
LEARNING


Learn
independently

Locate, extract,
synthesise and
utilise
information
effectively


Be
intellectually
engaged




THINKING AND
PROBLEM
SOLVING
SKILLS


Think critically
and creatively


Define and
analyse
problems to
arrive at
effective
solutions





COMMUNICATION
SKILLS


Communicate
appropriately
in various
settings
and modes



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INTERPERSONAL
SKILLS


Understand
team
dynamics and
mobilise the
power of teams


Understand
and assume
leadership





INTRAPERSONAL
SKILLS


Manage oneself
and be self-
reliant


Reflect on ones
actions and
learning


Embody
Taylors
core values




CITIZENSHIP
AND GLOBAL
PERSPECTIVES


Be aware of and
form opinions
from diverse
perspectives


Understand the
value of civic
responsibility
and
community
engagement





DIGITAL
LITERACY


Effective use of
ICT and
related
technologies








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Personal Outcome


Mechanical Engineering
PO1 Apply the knowledge of mathematics, science, engineering
practices, innovation techniques, entrepreneurship and human
factors to provide value-adding solutions to complex Mechanical
Engineering challenges.
PO2 Identify, formulate, analyse and document complex engineering
challenges to arrive at viable solutions and substantiated
conclusions.
PO3 Conceive, Design, Implement and Operate solutions for complex
engineering challenges that meet specified requirements with
appropriate consideration for public health and safety, cultural,
societal, environmental and economical considerations.
PO4 Conduct research and investigation into complex challenges using
methods which include experiment design, analysis of data and
synthesis of information to provide valid conclusions.
PO5 Create, select and apply appropriate techniques, resources, and
modern engineering and IT tools, including prediction and
modelling, to complex engineering activities, with an awareness of
the accompanying assumptions and limitations.
PO6 Apply reasoning informed by contextual knowledge to assess
societal, health, safety, legal, economical and cultural issues and
the consequent responsibilities relevant to professional
engineering practice.
PO7 Explain the global impact of professional engineering solutions in
societal, economical and environmental contexts and demonstrate
knowledge of and need for sustainable development.
PO8 Apply professional and ethical responsibilities of engineering
practice.
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PO9 Effectively communicate complex engineering activities, both
orally and in a written form, in both technical & non-technical
contexts.
PO10 Function effectively as an individual and in multidisciplinary
settings with the capacity to be a leader.
PO11 Recognise the importance of lifelong learning and engaging in
continuous professional development activities in accordance with
technological change.
PO12 Effectively manage projects in multidisciplinary environments and
apply project management tools and techniques to ones own
work, as a member and leader in a team to satisfy stakeholders
requirements.













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Learning Outcome

In the completion of this module ENG 1513 Engineering Design and
Communication, we will be able to obtain these learning outcomes:
Learning Outcome 1 (LO1)

Produce useful ideas and concept using Brain Storming (C)

Learning Outcome 2 (LO2)

Design a system that solves a complex engineering challenge using
the Design Process (D)

Learning Outcome 3 (LO3)

Conclude findings from working in a team through technical
documentation (I&O)










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Personal SWOT






Positive Negative
Internal

Strength
Motivation This project
is very interesting and I
am motivated to do it.
Theorycrafting I often
give out ideas and analysis
towards my other
members.

Weakness
Laziness I am easily
distracted and lazy.
Confidence I often feel
inferior compared to the
designs done by other
groups, as I feel our design
was not impressive.
External

Opportunities
IT knowledge There are
many chances to get to
know how to use
technical tools and more.
Ideas and concepts I got
to know a lot of physics
concepts applied to reality
and see how to work
around it.


Threats
Time management Each
member of my group has
very busy schedules and are
often unavailable.
Design flaws The designs
we tested out were not as
successful as we thought.
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Learning Outcome 1: Produce useful ideas and concept using Brain
Storming (C)
Students evidence:

As this project began, concepts and ideas were heavily required to make it a
success. Again, each one of us in the team has no technical knowledge about
building robots. As such, we did our own research to come up with ways to get
a practical yet interesting design.

Brain storming sessions were held during meetings, and we worked together
to think about possible designs to be used in our robot. Our ideas were
focused heavily on utilizing physics principles to allow the bouncing of the
balls, making ping pong possible.

Some early designs included encasing the frontal part of remote control cars
with pieces of plastic, covered by elastic rubber padding as shown below:



Covering the sides as well as the top of the car also covers a wider area to
ensure the ball gets hit. These are the early concepts that were thought to be
utilized. Overtime, different concepts and designs were also thought up by
other members to change its practicality and cosmetics.





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Learning Outcome 2: Design a system that solves a complex
engineering challenge using the Design Process (D)
Students evidence:

A lot of questions rose from our process of trying to build the robots. What
type of remote control car should we use? How fast must it go? What sort of
materials should be used to ensure maximum efficiency? All these questions
were dealt with throughout the construction of the robots.

In the end, what we opted for was to try our best to use a non-technical
design: one that required no usage of external motors, gears and additional
wiring. This is to make it an easier project for us and to make it more accessible
to others.

We began by purchasing two remote control cars of different size and
frequency, to give a little more flexibility in designing and aesthetics. The
photos of the cars purchased are shown as follows:









Car 1
Car 2
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Of course, both cars were obtained with the aim of not having any form of
frequency clashing. This was very important to take note of.
The next step was to remove the casings of the both cars. After the casings
were removed, it was an easy task to attach materials to shape it however we
liked it. We opted to use thin wooden planks as lightweight and sturdy
materials. The first design we ended up with was a pyramid-shaped car:

The reasoning for the chosen design was to ensure the car is widely covered,
giving us a higher chance of reflecting the ball. The second car was decided to
be fitted with a plank of wood, removed from a ping pong racquet and attach it
to the front of the car:

This design ensured practicality and simplicity in one. Through the design
process, we were able to propel and reflect incoming projectiles (in this case,
ping pong balls) to achieve our desired goals, which is to allow a game of ping
pong, played with robots.



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Learning Outcome 3: Conclude findings from working in a team
through technical documentation (I&O)
Students evidence:

As time went on, each of us developed ourselves significantly. Working in a
team taught us strong qualities, such as punctuality, learning to accept the
opinions of others, and working together despite our differences.

As the team started out, some people having hard time voicing out our idea or
opinion so we make use of modern technology such as facebook and
whatsapp.




















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We were able to separated work nicely and listed reminder on facebook.
Everyone took full responsibility on what they did and put all their effort into
what they do.

Then we compile everything into one piece of work and held a
gathering to discuss and edit slightly. With these website and
method, we do our job more efficiently and time management
problems are prevented.

















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Challenges faced and Proposed Solutions

It is expected to have tons of conflicts in the project this complex.
Challenges were faced and tackling these challenges is not that easy yet
we did come up with some solid solutions, it might not be the best but it
put us at ease.
The first and hardest challenge of all in this project is the dimension limit
given for the robot we making. Limiting to a 15cm x 15cm x 15cm, it is hard
to design let alone getting the materials for it. So we decided to make a
square base as a limiter, and know that it is essential to limit our car
(base) or our robot then as we set that as an example we get material and
compartments smaller or similar to the size of the car. To be honest
getting a car with that size and meeting all criteria we wanted was not an
easy task. It was kind of time consuming and a lot of research was done to
achieve the materials but it is worth all the while.
Thinking how we had started, we encounter problem where own
challenges are met. We wanted to dream big and make something big for
this project. Our team PRIME is at first so excited and motivated for this
but then with big outcome, we need big effort. Using a pressure
compressor? It sure is not something you wanted to deal with. We
planned to use that due to our high expectation and tons of challenges are
faced. We design for a very long time and discuss overnight just for this
and did a lot of trial and error, and in the end it seem to be able to
function but it is not 100%. Air pressure is not focus on the ping pong ball.
How to let the ball to the pressure gauge? How to shoot the ball over the
net? A lot more questions are not answer in our mind. Every time we
make a design we question our member the problem it might encounter
and we tackle it and edit the design until it become slightly to our ideal
design but making it was also no easy task.
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Radar Chart of Project Budget



Toy motor RM120
Motor RM 50
Gear RM 30
Battery RM10
Wheels RM 15
Plastic Casing/Support RM 20
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# The list of shop visited to purchase your materials.
Fantasy Toys - Sungai Wang
Toy R'us - Sunway Pyramid
7-11 - Taylor Univeristy
AceHardware - Sunway Pyramid
Aeon One Utama




Radar Chart of LO Achievement


LO1 30%
20

LO2 30%
LO3 40%












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Final Evaluation
NAME: Choy Kheng Hung Email: ckhc613@yahoo.com.sg
Tel: 0102155366 Student ID: 0318966 ME/CE/EE
Group Name: PRIME

Please rank (1, 2, 3, 4, 5) your team members accordingly , 1 refers to the BEST
Team Members Rank Comments / roles and responsibilities
Yourself 3 Supportive role as in looking for material and IT works.
Kishen 5 Supportive role as in looking for material. (driver )
Zheng Quan 2 Secretary, record money usage and planning
Run Ting 1 More to theory work as in drawing and writing works.
Ming Wey 4 Leader

1. Please nominate the best Team Member. Explain why.

Run Ting, he stay calm at all time and manage to get his work done and very understanding
person. Even though he stay far away, he is willing to stay late at university for the project.

2. Please name a passive member (if any). Explain why.

*none*
3. Identify the challenges and difficulties you have faced in this subject. Why.
The major challenges I faced could say how people can change and how hard it is to handle them
during group project. (No offence just my thought)

4. What are the most fun and interesting you have face in this subject? Why.
It is the fun practical works where it is not what you could get easily.

5. List down shops you have visited to purchase your materials. Briefly identify the materials.
*listed above (page 19)

6. What is your suggestion to improve this subject.
No suggestion. It is great as it is.

7. Please propose a Team Project for next semester (1
st
Year 1
st
Semester). Explain.
Sumo Robot. I think football and all is too main stream or maybe I like more action.