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Case Studies |
Example 10: innovative practice linking engineering methods and principles to constructing a winning product - Dr Oliver Kennedy, Director of Studies in the Faculty of Mechanical Engineering |
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Example 1 Example 2 Example 3 Example 4 Example 5 Example 6 Example 7 Example 8 Example 9 Example 10 Example 11 Example 12 Example 13 Example 14
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***Message from the VC Gerald Sutton The team of 32 engineering students from the Faculty of Engineering and their race car, the Steel City Racer, stole the limelight at the four-day 2001 Australian Formula SAE competition held in Melbourne. The team came away from the competition with a boot full of awards, including the International Autocross Award; the Holden Achievement Award; and the Engineering Design Award, the Skid Pad Award, the Autocross Award, the Endurance Award and the Overall Performance Award in the Australasian Division. Despite winning a number of awards and beating all of the teams in
the However UOW team manager, Derek Powell, said that the UOW team was ecstatic about the performance at their race debut, beating all 13 Australian and two other international universities represented at the competition. The Formula SAE-A program is designed to develop the technical and
business skills of young engineers from both Australian and international
tertiary education organisations. It requires each of the student teams
to design, engineer and construct an open-wheel race car. The climax
of the program was the Australian Formula SAE competition, which was
held in Melbourne last week. So, how did they do it? 32 engineering students from first year through to 10 with final thesis projects worked on the project for 12 months. The steps they took were as follows: Step 1: organised themselves into groups of 5 or 6 according to their strengths and interests and elected a team leader. Conducted weekly team meetings as well as weekly meetings with each team leader. Each group was responsible for a particular area. Their weekly meetings ensured compatibility and the meeting of dead lines Step 2: conducted extensive searches on the web to find a series of parameters that generally produce good cars. Participated in chat rooms and on-line discussion Step 3: wrote a mission statement to ensure all heading in the same direction Step 4: set milestones for the project and guidelines and stuck to them Step5: undertook 3 D modelling and initial versions with cheaper materials to allow visualisation of the project and to allow for checks on design before getting too far. Testing and modifying as a result Step 6: verified design while working on other parts Step 7: testing driveability, deciding on driver The students also had to write a design and costing report justifying the design and budgeting for manufacture etc. They also had to give a presentation as if to a group of managers to sell the concept. The project involved learning key skills that are essential for employment as well as gaining access to potential employers in the car industry and other related concerns. The students learnt key engineering skills ending with a tangible product, communication and management skills, report and presentation skills as well as the ability to lead and manage teams with no pay, budget restrictions and limited time. The students were supported by a technical team at the University’s workshop, learning another key communication skill they will need when entering the workforce. They designed their own logo and outfits to encourage sponsorship which they themselves organised including BHP Steel, local outfits, Faculty funding and a Challenge grant. They had mentors in Dr Kennedy and Mr Powell but were responsible for all elements of the project themselves. There is a possibility of participating in international events in the UK and the US in future years. |
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Twelve months
of hard work and dedication have paid off for a team of
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