Project-based teaching–learning computer-aided engineering tools

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Project-based teaching–learningcomputer-aided engineering toolsJ. A. Simões , C. Relvas a & R. Moreira aa University of Aveiro, Department of Mechanical Engineering ,3810-193, Aveiro, PortugalPublished online: 12 May 2010.

To cite this article: J. A. Simões , C. Relvas & R. Moreira (2004) Project-based teaching–learningcomputer-aided engineering tools , European Journal of Engineering Education, 29:1, 147-161, DOI:10.1080/0304379032000129223

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Project-based teaching–learning computer-aided engineering tools

J. A. SIMOES{*, C. RELVAS{ and R. MOREIRA{

Computer-aided design, computer-aided manufacturing, computer-aided analysis,reverse engineering and rapid prototyping are tools that play an important key rolewithin product design. These are areas of technical knowledge that must be part ofengineering and industrial design courses’ curricula. This paper describes ourteaching experience of computer-aided tools for product design centred on thedevelopment of a proposed project. The pedagogic model, the teaching objectives andmethodology are described and discussed. The competencies acquired within thedevelopment of the project have stimulated the design and manufacturing of severalartefacts within the students’ final-year project. A conceptual vehicle, a washingmachine and a tricycle were products designed by students and are presented.

1. IntroductionManufacturing and process industries are, all over the world, facing unprecedented

business challenges and technological advancements. New products are being introducedat an ever-increasing rate, and they must be sufficiently flexible to meet changing marketconditions and to respond effectively and quickly to customer needs and desires. Also, theymust maximize productivity by reducing waste and by optimizing existing physical assetsand human resources (Gracio 2001). These are important aspects that cannot be ignored byeducation, research and development programmes, which must be continuously updated tosatisfy industrial demands. The effects and changes due to social, political, economical,material, technological and other factors must be considered in the development of tech-nological educational curricula, and are certainly of concern for educational developers.

The University of Aveiro (UA) was founded in 1973, so it is a relatively youngPortuguese higher education institution which has been involved in an interactive rela-tionship with society. At present, it offers undergraduate and postgraduate programmesin areas such as engineering, pure and applied sciences, humanities, management andbusiness administration, economics, planning, education, communication and fine arts(University of Aveiro 2000). The Department of Mechanical Engineering was foundedin 1994, since it was consensual that it would be strategic for the university to offer amechanical engineering course. This was specially influenced by the characteristics ofthe region, essentially characterized by a strong implementation of metal-mechanics,automobile, bicycle and navy industries, and it was at that time a regional and univer-sity concern. An effective existence of the mechanical engineering course at the UAwould help promote the academic participation in the real development of regionalindustrial activities. The actual relationship between the course and industry is strongand we encourage industry to collaborate with the course through industrial place-ments and industrial support of project work.

{ Department of Mechanical Engineering, University of Aveiro, 3810-193 Aveiro, Portugal.* To whom correspondence should be addressed. e-mail: [email protected]

European Journal of Engineering EducationISSN 0304-3797 print/ISSN 1469-5898 online # 2004 Societe Europeenne pour la Formation des Ingenieurs (SEFI)

http://www.tandf.co.uk/journalsDOI: 10.1080/0304379032000129223

European Journal of Engineering Education,

Vol. 29, No. 1, March 2004, 147–161

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The UA is localized between two Portuguese traditional universities, the Universityof Porto and University of Coimbra, which offer undergraduate courses in mechanicalengineering. This fact allied to the fact that many High Schools in the region offercourses in mechanics has made the students choose their higher education at mainlythese two universities. Therefore, besides the industrial pushing, a great number of stu-dents of the region would potentially be students for the UA; at least they would haveanother alternative. This fact also played a decisive role in setting up the mechanicalengineering course at Aveiro.

At present, the department has 10 research groups: heat transfer, applied thermo-dynamics and fluid mechanics, materials science and engineering, plastic deformationprocesses, mechanics of composite materials, applied mechanics, biomechanics, tri-bology and machining, mobile robotics and computer-integrated manufacturing andindustrial automation (Gracio 2001). The education policy of the department hasfocused on different linkages and partnerships with the community, with strongemphasis on comprehensive preparation of students for life and a career. The acquisi-tion of adequate technical competencies is a main concern within the course curri-culum (2001/2002 Guide 2001) and its successful practice in the classroom isinextricably linked to curriculum development—the everyday decisions about bothwhat to teach and how to teach (Hansen 1995). Competencies are more than the abilityto manipulate tools, use material and apply mechanical processes, they are alsoproblem-solving, critical-thinking and ordered ways of working (Herschbach 1992).

The educational process has been addressed by many authors. Kennedy (1999) hasdescribed this process, the basic objectives that should be addressed, the methodologyemployed, the levels of engineering specialization and the pedagogy for transferringengineering knowledge. As engineering educators, how do we provide the engineersof tomorrow with the problem-solving skills needed in a rapidly changing technologi-cal world? (Conwell et al. 1993.) In an era of unprecedented technological advance-ment, engineering practice continues to evolve, but engineering education has notchanged appreciably since the 1950s (Lang et al. 1999). It is something that educa-tional developers must think about and be aware of. Some science and engineeringeducators are attracted to the ideals of problem-based learning and how current ‘meth-odologies of experience’ express them (Walls and Rogers 2001). Following Walls andRogers (2001), ‘Problem-based learning reorients education from the dominance ofprofessors’ provisions of knowledge to the autonomy of students’ encounters with theconditions of ‘‘knowing’’, with learning processes, and with circumstances that requireand build knowledge and skill’. Problem-based learning reorients education in a para-digm that is more fluid, circuitous and permeable (Walls and Rogers 2001). One dan-ger for problem-based learning enthusiasts is that while the ‘teaching paradigm’ forthem may have yielded to a new ‘learning paradigm’ (Barr and Tagg 1995), gaps canexist between their pedagogical views and their practice (Walls and Rogers 2001).

Teaching engineering design through senior project or capstone engineeringcourses has increased in recent years, especially in the USA. The trend toward increas-ing the design component in engineering curricula is part of an effort to prepare grad-uates better for engineering practice (Dutson et al. 1997). The shift toward more theoryin the engineering curriculum has produced graduates with less experience in the prac-tice of engineering and design than those of previous years (Liebman 1989). There hasbeen an effort to bring the practical component of engineering design back into theengineering curriculum, since such provides an experiential learning activity in whichthe analytical knowledge gained from previous courses is joined with the practice of

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engineering in a final, hands-on project (Thorpe 1984, Liebman 1989, Pomberger1993). Wood et al. (2001) described a new approach for teaching design methods thataddress suitable observation and reflection as they are executed. Their approachincorporates hands-on experience through the use of ‘reverse-engineering’ projects.However, this is a controversial matter. In fact, Hoole and Ratnajeevan (1991)explained that the education of an engineer occurs in two places: the university andindustry. They argued that universities should teach the theories and principles of engi-neering and leave the hands-on, practical aspects of engineering to industry. We have adifferent opinion.

Jorgensen et al. (1996) argued that the combination of product dissection and thebenchmarking process is highly effective for teaching students about product design atthe conceptual, implementation and detailed design stages. The same authors referredto the benchmarking in a university setting whose purpose is to emulate industry’s pro-duct design process by having students, working in teams, examining, testing, andredesigning and industrial products to meet market demand for product superiority.The educational objective is to provide a natural setting for implementation of thedesign process that they will experience in industry.

In fact, benchmarking is a business management tool that has been used for yearsto search for ‘best practices’ in many areas such as product design and manufacturing(Fridley et al. 1997). They have applied the concept to the process of teaching designin a university setting. The students not only take things apart and see how they work,but they also use the product dissection as a meaningful element for their projectdevelopment.

The Department of Mechanical Engineering offers a course in Computer-aidedConception and Manufacturing (translation from the Portuguese Concepcao eFabrico Assistidos por Computador) in the sixth semester. The number of credit unitsof the course is two (4.5 European Credit Transfer System—ECTS), of a total of 155(300 ECTS) to graduate in Mechanical Engineering. An average of 60 students attendthe course and the project is developed by groups of two students. Exceptionally,we accept groups with three students. The objective of this course is to introducecomputer-aided design (CAD), computer-aided manufacturing (CAM), computer-aided analysis (CAA), rapid prototyping (RP) and reverse engineering (RE) subjectsto mechanical engineering and industrial design students. These subjects, amongothers, are relevant for teaching product development. At the Mechanical EngineeringDepartment of the UA, these areas of technical knowledge are fundamental andintegrate the educational programme of the mechanical engineering and industrialdesign courses (Simoes 2000).

Modern design, analysis and communications techniques are changing the tradi-tional role of engineers (Bertoline et al. 1995). The design process involves organizingthe creative and analytical processes used to satisfy a need or to solve a problem.Sketches, technical orthographic and three-dimensional (3D) drawings, computermodels, physical and prototype models, and presentation graphics are all linked to thedesign and production processes. An engineer, an industrial designer or technologistcannot be effective without being fluent in the language of graphics communications(Bertoline et al. 1995).

Our experience proposes teaching engineering tools for product design centred ona project. Groups of students are provided with an artefact that serves as the foundationfor effective subject learning and solution of problems defined within the project.The students have to develop the project, incorporating, to some extent, conceptual

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modelling, CAD, CAA, CAM, RP and RE techniques. Two-dimensional (2D) and 3Dmodelling techniques, virtual and real machining, finite element structural analysis,rapid prototyping and reverse engineering techniques for product/equipment designare acquired through the experience gained within the development of the project,from the conceptual phase to the manufacturing phase. The project includes the inte-gration of theoretical knowledge with practical activities as part of the learning curve.

Project or problem-based teaching–learning present significant advantages relativeto other conventional methods and has been the subject of numerous papers in journalsof engineering education. The experience throughout these last 6 years has shown thata more effective know-how acquisition of engineering design concepts and designmethodological approaches is obtained. Differentiated goals can be achieved with theproposed project, but acquisition of competencies relative to engineering tools for pro-duct design is the main one.

This pedagogic strategy has been implemented gradually in these last 3 years andthe results have improved in many ways. Throughout these years, we have seen a verypositive evolution of the type of projects developed as well as the student’s competen-cies in computer-aided engineering. More complex final-year product design projectshave been made. The students’ final marks on the course have also risen significantly,as well as the number of approvals.

To describe the teaching methodology, we shall at the end of this paper describe asimple project developed within the course: the redesign (restyling and refunctioning)of a commercial juicer is described (Simoes et al. 2002). Typical product design pro-jects are toasters, hairdryers, vacuum cleaners, coffee machines, computer mouse, etc.These simple projects prepare students for the design of more broad and complex sys-tems within their final-year course project, where the application of design engineeringtools learned previously is essential. As final-year project examples, only somerelated to product design are presented in this paper: the design of a conceptual vehi-cle, a prototype of a novel washing machine and a composite tricycle. Examples ofother types of projects developed are the design of a hydraulic positioning system,a mobile robot, an automatic watering system, automated equipment to wrap soap,a dedicated hip prosthesis fatigue machine, etc.

2. Teaching objectivesThe curricula of mechanical engineering and industrial design courses must be

devoted to the acquisition of know-how and competencies for easy integration of thenew professional (ex-student) in the working environment, minimizing social andphysiologic impacts that the transition always, to some extent, provokes (Simoes andMoreira 2000).

Motivating students is certainly a stimulating and challenging problem, always pre-sent in teaching activities. In fact, it is not easy to motivate students. Many factors areinvolved, such as non-stimulating subjects, knowledge transmitted essentially by oralexpositions, student motivation, teacher–student relationship, student and teachersocial problems, and others. Others can certainly be related to the teaching methodo-logies. It is certainly not a rule, but a very high percentage of lecturers teachingtechnological subjects at universities do not have any kind of pedagogic preparationor formation and that is a problem being successively ignored. However, this can beminimized if stimulating and diverse types of activities based on real professional con-texts are implemented. Teaching subjects intimately related to real-context working


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environments is a step forward to minimize the gap between what is normally taught atacademia and what the new professional encounters in the real working environment.Oral presentations cannot be totally avoided, but these must be complemented by otherinteresting mechanisms of knowledge transmission. Interesting learning activities canbe based on Internet findings, video visualizations, attending specialized thematicworkshops, study visits to R&D centres and enterprises, visits to technological exhibi-tions, etc. These activities can be a very effective way to learn and acquire know-how.

A project-centred teaching learning pedagogic model was implemented within ourcourse to teach computer-aided engineering tools for product design. Our experiencehas shown that the model is an adequate and excellent tool to captivate students forknowledge acquisition.

The course was designed to help students meet the following objectives:

� Develop scientific thinking and technical competencies to resolve engineeringand industrial design problems.

� Promote individual capacities for the analysis and critical interpretation of casestudies.

� Develop aptness for good quality and rigorous scientific research work.� Develop planned working methodologies.� Develop innovative and creative attitudes.� Develop and stimulate co-operative and responsible attitudes.

Owing to the nature of engineering and industrial design courses, very slight differ-ences exist between these, which are mainly related to the project objectives. The pro-ducts or devices proposed are of different nature because of the students’ backgrounds,which are different, coming from the engineering or from the industrial design courses.However, some proposed projects are of interdisciplinary nature and, in this case,students from different course are joined to develop the project. Multidisciplinarydesign teams tend to produce better engineering designs because of the broader rangeof expertise available to the team (Miller and Olds 1994). It seems important thatdifferent backgrounds can be joined to work out the project. Independently of the engi-neering or industrial design areas, the students by the end of the course must be able todominate specific technical-productive methods present in the transposition of the men-tal to the real object. Special attention is paid to the critical and creative thinking skillsnecessary to solve technical problems. For this purpose, some objectives of the projectnecessarily involve creativity thinking. As referred by Conwell et al. (1993), the natureof creativity and exercises were introduced in order to facilitate this historicallyneglected aspect of engineering education. Emphasis is also placed on the importanceof being able to criticize ideas and generate creative alternatives. Creative thinking isdriven by a desire to seek the originality (Conwell et al. 1993). Engineering educationprogrammes must provide students with extensive hands-on experience, a comprehen-sive experience in teamwork and technical communication, and the opportunity toexercise and develop their creativity (Tryggvason et al. 2001).

3. Contents descriptionMany methods and objectives of academia are often considered to be different

from those of industry. According to Stauffer (1989), ‘The typical theoretical scienceand mathematics-based curricula encourage the analytical approach to problemsolving, while system design, integration, and syntheses are what industry needs’.


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To meet industry needs, we have conceived the contents of the course to be aimed atreal professional working contexts, or simulating them. Some projects are developedfor industry, but to achieve good results, the students are prepared previously with thenecessary knowledge. This preparation is strongly based on real product design simu-lations. These consist of contrived situations that are carefully prepared and designedto meet selected learning objectives.

The subjects are given as lectures, based on a project during one semester com-posed of 12–13 weeks (Simoes and Moreira 2000, Simoes 2000, Simoes et al.

2002). In each week, the students attend 1 h of theoretical matter exposition, 3 h ofproduct development case study discussion and 3 h of computer classes (students prac-tise CAD modelling, CAM and finite element analyses). Groups of two students worktogether in a team to manufacture a functioning prototype that has to meet predeter-mined design objectives. Project-based assignments have the potential to pass subjectknowledge through experimental work activities. After introduction to product designmethodologies and evidencing the importance of critical and creative thinking skills,the student design teams are given their project, explaining the target and objectives.All teams have to incorporate within their project the subjects learned, which areaddressed in the following sequential modules (Simoes 2000):

Module 1 (5 weeks): Computer-aided design (2D, 3D, solid and surface model-ling, parametric modelling, technical drawing documentation . . . ).Module 2 (2 weeks): Computer-aided analysis (finite element numericalsimulations).Module 3 (4 weeks): Computer-aided manufacturing (machining strategies,virtual and real fabrication).Module 4 (1 week): Rapid prototyping (non-functional and functional models andprototypes).Module 5 (1 week): Reverse engineering techniques (optical and contact devices).

Since the semester comprises 12–13 weeks, it is not possible to go into detail in allsubjects. Within the CAD module, students have been exposed previously to this tooland so complex modelling techniques are the main goal of this module. An introduc-tion to the other modules is made, giving the students the minimum required todevelop the final-year project. The competencies obtained are also complemented andreinforced by other courses (among others, CNC machining, finite element analysisand industrial electronics).

It is an important aspect that students are able to work in team, since it is consid-ered to be an essential skill of today’s engineers (Sloan 1982). The projects proposedare oriented also to test and help the students to learn and function as team members.Following Gabriele et al. (1994), one of the qualities of the new engineer is his abilityto work effectively as a member of a team.

Within the CAD module, a brief description is made of different kinds of commer-cial CAD software packages. Parametric, solid and surface modelling are discussed.The modelling characteristics and tools are described for adequate CAD softwareselection. The students learn modelling techniques with CATIA1 (DassaultSystemes) and SolidWorks1 (Dassault Systemes) CAD software: modelling tools andfeatures and drawings (part, fabrication, assembly, exploded drawing views, list ofbills, technical documentation, etc.). These CAD applications were chosen becausethey are the most used by the industries of the Aveiro region, and they employ themajority of graduated students of the mechanical engineering and industrial design


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courses. There has been a very straight collaboration, and industrial involvement mate-rialized mainly in support given (logistic facilities and financial support) to students todesign equipment required by industry.

Numerical simulations are made based on the finite element method(CosmosWorks1). Essential mathematical fundamentals are explained, since they areaddressed in-depth in a dedicated course for this purpose. The simulation methodologyand interpretation of results are described. The mesh generation, materialsselection and definition of boundary conditions are explained in detail, since they areimportant factors for a correct simulation.

The CAM module is only dedicated to engineering students. Machining fundamentalsare explained, namely the ones related to the type of cutting tools, feed rates and materialsmachining characteristics. This module is based on PowerMill1 CAM software (Delcamplc, Birmingham). Besides gaining know-how in defining machining strategies andperforming virtual machining, the students also spend some time at the Laboratory ofPrototypes of the Department and machine relatively complex geometry parts.

Rapid prototyping techniques are also an essential part of the design process andare also part of the course. RP techniques (laminated object manufacturing, stereo-lithography, selective layer sintering, 3D printing, room temperature vacuum rubbercasting, etc.) are explained from the technologically point of view. Unfortunately, thestudents only have the opportunity to manufacture room temperature vacuum rubbercasting prototypes, since it is the only prototyping equipment available at our univer-sity. Visiting enterprises and technological institutes facilitate the visualization ofother RP techniques.

Reverse engineering techniques are part of the programme and their potential forthe redesign of artefacts is evidenced. Two main techniques are discussed: optical andcontact measuring methods. The advantages and disadvantages of the techniques areexplained and the digitizing and CAD modelling of objects performed.

All these subjects are key competencies and specialized knowledge that must betaught to students. Project-oriented education can be an effective tool for improvingthese key competencies (Peschges and Reindel 1998).

In these last years of the curriculum, engineering and design students have beenengaged in developing projects. The project-based teaching–learning experiencehas motivated and interested students. They have also realized the importance ofcomputer-aided product design tools for product design. Problem-solving skills ascentral engineering activities (Ambrose and Amon 1997) can be achieved through thecombination of real product design contexts with classroom case studies. The projectsproposed seek predetermined objectives, which must be able to materialize within 12–13 weeks. They should be challenging, emphasize the application of theory andinvolve engineering design tools practice. To illustrate a typical project developed, theredesign of a commercial juicer, the changing of geometry aesthetics and function isdescribed.

3.1. Example of a developed project: redesign of an electric juicer

Product dissection and benchmarking are processes commonly employed inindustry to improve product design and produce superior performance and productquality. The process, when applied in an undergraduate academic setting, can improveteaching (Jorgensen et al. 1996, Fridley et al. 1997). All projects are developed basedon a real device (figure 1(A)) and the objective is to provide the students with anenhanced combination of analytical skills and hands-on experience in the design pro-


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Figure 1. Redesign of a juicer (courtesy of students Placido Afonso and Miguel Bual).


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cess (Lamancusa et al. 1997). The first task consists of the dissection of the artefactand performing the CAD modelling of all parts and then assembling them (figure1(B)). The product dissection process is a logical lead-in to the use of benchmarkingin the teaching of product design (Jorgensen et al. 1996). Technical drawings neces-sary for fabrication, materials specification and manufacturing technologies are madeat this stage of the project. The restyling (figure 1(C)) or refunction (figure 1(D)) ofthe artefact is then performed, where the creativity of the students is evaluated. Thepedagogic interest of the project relies much on the different design/engineering tasksthat students have to perform. Technical drawings are done considering materialsselection and manufacturing processes (e.g. plastic and metal injection, foundry,machining, stamping) and present alternatives, being ecologically responsible. Thesecond level of the objectives is related to the restyling of the object, where it is tobe creatively and coherently redesigned. New geometry proposal, or use of other mate-rials, can make it necessarily a finite element simulation, as shown in figure 1((E)). Themost complex objective is related to the design of the new function for the artefact,which means that the actual functional mechanism must be changed for a differentone.

Competencies gained within the course are necessarily applied in the final-yearproject. Some projects are related to product design and are described briefly. Otherstudent projects are carried out in collaboration with an industrial company, institutionor research organization and tutored by an external professional industrial designer orengineer and by a member of our own staff. Some projects are developed with studentsof other institutions, universities and design schools and even with professional indus-trial designers.

3.2. The design of a conceptual vehicle

The digital model and the manufactured prototype of a conceptual vehicle, shownin figure 2, resulted from a collaborative project performed by students of the UA(Mechanical Engineering, Electronics and Telecommunications and EnvironmentalEngineering Departments) and by two industrial designers of the School of Arts andDesign of Matosinhos (Simoes 2001). Distinct goals where to be accomplished withinthe project: the design of a conceptual vehicle and the utilization of the project for ped-agogic teaching purposes. The other objective was to participate in the French 1998Shell Eco-Marathon competition. The design features focused on the integration of theaestheticism with the manufacturing of the vehicle. The project involved lecturers andstudents in a teaching–learning basis of engineering/design tasks (design concept,engineering design, ergonomics and anthropometry, CAD modelling, scaled physicalfoam models, materials selection, finite element analysis, aerodynamics, CAM,telemetry, electronics, etc.). Several aspects were studied carefully, namely thoseintimately related to the conceptual design, manufacturing processing and materialsselection.

The project permitted an effective learning basis of engineering and design matters.Besides presenting an extra academic pedagogic value, it was easier to stimulatelearning by doing it. Throughout the development of the project we experienced thededication and enthusiasm of the students and the recognition that they had learnedextra skills in areas of engineering, graphics communication and industrial design.


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3.3. Design of a washing machine

A washing machine was designed and manufactured within this project. The con-ceptual design of the washing machine was made within the HOMEBOX project, sub-mitted to the LG Electronic 1999 contest, which was awarded an honourable mention(Freire et al. 1999). The novel washing machine, besides consistency and originality,presented some challenging engineering material-design problems that were criticallyassessed by the students. The prototype is of organic shape and incorporates innova-tive aesthetics and working performance features. Conceptually, the geometry of theprototype embedded the helical type tourbillion movement to which clothes are sub-jected. A perspective computer-aided image rendering and the functional prototypeis shown in figure 3.

Within the concept of the washing machine, the following characteristics were con-sidered (Sergio et al. 2002, ICDC 2002):

� organic shape (formal aesthetics associated with the washing movement);� plastic material cover and stainless steel support with a lockable wheel system;� customized command device for distance control;� LCD technology;� retro illuminated central status display buttons;� translucent rubber buttons with click selection;� functions activated and inactivated by voice identification.

Figure 2. Conceptual vehicle.


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The prototype designed involved different engineering tasks (Sergio et al. 2002).Owing to inherent logistic and technological manufacturing limitations, and since aprototype was to be made, some functional and non-functional parts from a commer-cial conventional washing machine were adapted. Newly designed hydraulic and elec-tric circuits were implemented, as well as the washing programming command used totest the prototype.

The project integrated complementary different design areas of knowledge andan idea was converted into necessary information to manufacture a product.The teaching–learning experience evidenced that the pedagogic model is very effective

Figure 3. Washing machine prototype.


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for teaching and learning. In fact, the students had to integrate previously acquiredtechnological knowledge, and had to apply scientific principles, technical informationand imagination to develop the new product. This prototype was selected for theInternational Composites Design Competition and exhibition (ICDC 2002, TheComposites-on-Tour Project 2002).

3.4. Composite tricycle

A prototype of a composite tricycle was developed by engineering and industrialdesign students (figure 4). This conceptual and CAD modelling was performed by twostudents of the Industrial Design course. Another two engineering students performed

Figure 4. Composite tricycle.


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the necessary engineering tasks to build a functional prototype. The conceptual designof the tricycle is based on the psi ( ) Greek character. Comparably with conventionaltricycles, psi has a lower centre of gravity and a wider span of the rear wheels. The seatis connected to the main frame as a cantilever beam. The aesthetics (geometry and col-our painting) was designed for children of 5–6 years old. The project allowed studentsto learn subjects such as CAD modelling, rapid prototyping and structural computer-aided analysis and manufacturing of sandwich composite structures.

The structure of the tricycle is sandwich composite type. The core is of PVC foam andthe skins of a carbon or/and glass braided sockets. For structural integrity, carbon sleeveswere applied; for structural parts less stressed, glass braided sleeves were used in thesandwich manufacturing process. The structural part, which integrates the seat, was builtwith a composite structure, where unidirectional carbon fibres were added at the top andbottom of the structure, and more stiffness and resistance were added. Finite elementsimulations were made and helped to define the composite structure lay-up.

4. ConclusionsProduct design is an activity that presupposes the conjugation of multidisciplinary

knowledge and competencies. Sound understanding of the importance of engineeringdesign tools and how they can be applied in product design processes is of crucialimportance within the students’ learning curve. Our experience in teaching computer-aided product design based on real product design simulations has proven to be anefficient pedagogic tool.

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About the authorsJose Antonio Simoes obtained his PhD in Mechanical Engineering (University of Porto) and at

present works at the Department of Mechanical Engineering at the University of Aveiro,

Portugal, specializing in the teaching of computer-aided engineering.


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Carlos M. Relvas obtained his Master’s degree in Industrial Design from the University of

Porto and at present is an invited lecturer at the Department of Mechanical Engineering at

the University of Aveiro, Portugal, specializing in CAM, rapid prototyping and reverse

engineering. He is author of a book on fundamentals on CNC machining.

Rui A. Moreira obtained his Master’s degree in Mechanical Engineering from the University of

Porto and at present is an assistant lecturer at the Department of Mechanical Engineering at

the University of Aveiro, Portugal, specializing in the teaching CATIA and SolidWorks CAD

modelling.


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Documents

Project-based teaching–learning computer-aided engineering tools