Units

---

Sample subject outline - Semester 1 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

You have already been introduced to the concepts of mechanical design and the process of finding potential solutions to engineering problems. This unit is structured to further develop your engineering design skills, with particular emphasis on the role of computer-aided design (CAD), and the influence of materials selection, manufacturing processes, assembly and maintenance in the design and management of bioengineering devices.

Aims

The aims of this unit are to outline the fundamentals and applications of computer-aided design;
highlight the influence of manufacturing techniques, material selection, system design and maintenance requirements of a product on the design process.

Objectives

By the end of the unit you should be able to:

1. Create geometric representations and working drawings of individual components and assemblies of multiple components using solid modelling software


2. Propose potential designs or re-designs of biomedical instruments, taking into consideration the intended use, technical requirements, design for manufacture, design for assembly, sustainable design and materials selection criteria.


3. Improve your problem solving skills in the area of engineering design by following the steps of problem identification, formulation and solution to a real world problem.

Content

• Effect of manufacturing processes on material properties and product design;


• Material selection principles including application of computer tools;


• Introduction to computer-aided design and solid modelling;


• Effect of computer-aided manufacturing on component design;


• Rapid prototyping techniques;


• Use of prototypes in manufacturing;


• Design/testing/prototyping/production cycle;


• Application of design for manufacturing of bioengineering devices, including principles of universal design;


• Maintenance and management of medical devices, including the principles of sustainable design;


• Case studies of selected medical devices.

Approaches to Teaching and Learning

Formal lecture sessions will cover the theory and illustrate the practical applications of the design processes studied. Academic staff and practicing biomedical engineers will present information and perform demonstrations using items of biomedical equipment. Additional reading will be required to reinforce the concepts introduced in lectures. Additional resources will be provided via the Blackboard at QUT intranet site. The lecturer will act as an instigator, supporter and facilitator of this learning process, rather than necessarily the 'keeper' of knowledge. Assessment tasks will ensure that you put theory into practice with problem solving, lab practicals and project work. Computer sessions will provide you with practical experience in the use of solid modelling software and will consist, to a large extent, on self-directed learning in conjunction with the instruction manual.

Assessment

Assessment will consist of problem solving tasks, laboratory practicals and a project (applied).Formative feedback
You will receive formative feedback on your progress in this unit during tutorials, discussions throughout the semester as well as on projects.

Summative feedback
Assessment type: Problem solving tasks, lab practicals and project
Mode of feedback: Written comments on problem solving tasks; sign off on laboratory practicals; oral and written comments on project.

Assessment name: Project (applied)
Description: You will solve biomedical engineering design problems
Relates to objectives: 1, 2, 3 and 4
Weight: 50%
Internal or external: Internal
Group or individual: Group
Due date: Weeks 8 & 13

Assessment name: Examination
Description: Computer aided drawing competency
Relates to objectives: 1
Weight: 50%
Internal or external: Internal
Group or individual: Individual
Due date: Week 10

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

• Hill D (1998) Design engineering of biomaterials for medical devices. Wiley.


• Redford AH & Chal J (1994) Design for assembly : principles and practice. McGraw-Hill.


• Ashby MF (1993) Materials Selection in Mechanical Design. Pergammon Press.


• Farag, MM (1997) Materials Selection for Engineering Design. Marcel Dekker.


• Boothroyd G, Dewhurst P and Knight W (1989) Product Design for Manufacture and Assembly. Prentice-Hall.


• Middendorf WH (1998) Design of Devices and Systems 3rd Edition. Marcel Dekker.


• Utz J & Cox WR (1997) Inside Pro/ENGINEER. OnWord Press.


• Bigelow D (1995) Thinking Pro/ENGINEER. OnWord Press.


• Ullman DG (1997) The Mechanical Design Process. McGraw-Hill.


• Machine Design (Journal).


• Smith SG (1999) Advanced Pro/ENGINEER Design Release 20. CADQUEST.


• Gooldy G (1995) Geometric Dimensioning and Tolerancing Revised Edition. Prentice-Hall.


• Townsend B & Schmidt G (2000) Pro/ENGINEER Solutions : Advanced Techniques and Workarounds. OnWord Press.


• Dieter GE (2000) Engineering design : a materials and processing approach. McGraw-Hill.


• Zhang G (1999) Engineering design and Pro/ENGINEER 2nd Edition.College House Enterprises.


• Story MF, Mueller JL & Mace RL (1998) The Universal Design File: Designing for People of all Ages and Abilities. The Center for Universal Design.


• North Carolina State University. http://www.design.ncsu.edu/cud/pubs/center/books/ud_file/toc3b14.htm..


• Introduction to Universal Design [videorecording]. San Luis Video Productions, Los Osos, California. 1994.


• Ulrich KT & Eppinger SD (2000) Product design and development 2nd Edition.Irwin/McGraw-Hill.

Risk assessment statement

A Statement that informs students of any risks involved and how students will be guided through the hazards. Risks may be associated with:

• constructions tasks (including art work)


• laboratory work


• hazardous materials or tools


• fields trips or industrial visits


• handling animals

QUT has a formal risk assessment process which can be used to determine the types or risks and how you should handle them.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 17-Oct-2012