Exam Study Guide

ENGR 131

Spring 2013

The overall goal for ENGR 131 is that you are able to make evidence-based engineering decisions in diverse teams.
Ultimately, our goal is for you for this course is to be able to have a sense of what engineering is and what engineers do and know that the heart of engineering is making evidence-based decisions in diverse teams. Evidence that engineers use includes data they have collected or been given and then analyzed, information they gather, and observations they make. Engineers typically work with other engineers from a variety of engineering backgrounds as well as professionals from other backgroundsa few examples are lawyers, accountants, doctors, architects, and real estate agents. Additionally, engineers work with other engineers (and other people) that come from many different countries, ethnicities, religions, and cultures, especially as the marketplace becomes more global every day. However, while this is our main goal for you and for this course, we also know that you want to know what to study for as you prepare for the exams. This document gives you a sense of what we think you should learn every week and also gives you a checklist of what you should know to be prepared for the exams (or to be able to demonstrate your knowledge/skills on your design project).

I.
Week 1

Introduction to ENGR 131

Learning Objective
Course Orientation
After the week of instruction, you should be able to: Know your instructors name and the name of at least one other person in your class Explain emergency procedures for the classroom, classroom evacuation procedures, and where to find the emergency procedures for future reference Describe aspects of the course attendance and grading policies Explain the elements of the Purdue University Academic Integrity definition Describe ways in which study groups can and cannot be used on individual assignments to ensure academic honesty

How Tested
Exam 1

About Engineering
Define engineering Describe what engineers do List and describe various engineering job functions

Exam 1

All

Professional Habits: Submitting Professional Work

Complete work consistent with deadlines Complete work consistent with submission expectations

All assignments

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II.

Excel & MATLAB

In ENGR 131, you will use Excel and MATLAB. As you learn these tools, our goal is that you will learn three main things: A process for learning how to use computer tools How to identify the strengths and weaknesses of computer tools How to decide which tool is the most appropriate for a particular task

Week 1, 2

Learning Objective

After the week of instruction, you should be able to:

Software Interface Familiarity

EXCEL Commands or Functions

MATLAB Commands or Functions

How Tested

Know the names of the interfaces you will be working with, their purpose, and where to find them and demonstrate proficiency in accessing them and their help pages (i.e., First-Year Engineering web page, Software Remote, etc.) Navigate Blackboard Learn to find, use, and submit course-related materials, including the course syllabus. Map your personal laptop/classroom laptop to the H: drive, and demonstrate the ability to store and retrieve files from it.

? icon

? icon, Help, Doc

Exam 1

1, 2

Performing Calculations
Open/close Excel and MATLAB software; create, enter, and/or clear data and save files. Navigate within system windows and perform basic calculations using accurate order of operations, commands, and formulas (i.e., given a formula, translate into an Excel formula or line of MATLAB code). Describe the various data structures that reside within Excel and MATLAB, including: Columns, rows, and cells and how they are referenced Scalars Describe the purpose of and how to apply appropriate naming conventions for data structures that reside within Excel and MATLAB. MATLAB: Use legitimate variable names MATLAB: Assign scalar variables Format data for ease of use and readability/interpretability Perform calculations using built-in mathematical/trigonometric functions and use special functions to simplify a task. Page 2 of 11

Open, new, save, save as, close, right-click menu =+-*/

Exit, quit, ans, clc, clear +-*/^=

Namebox

who, whos, namelengthmax, isvarname, iskeyword rem, round, fix, floor, ceil abs, sqrt, nthroot, sign, exp, log, log10, sin, cos, tan,

Exam 1 (may appear again on Exam 2)

Right-click menu > format cells acos, cos, degrees, pi, radians, exp,

Week

Learning Objective

After the week of instruction, you should be able to: Perform complex calculations using built-in functions. MATLAB: Assign and manipulate vectors and matrices. Use algebraic and trigonometric functions in computations with scalars.

EXCEL Commands or Functions

power, product, sqrt, sum, etc.

MATLAB Commands or Functions

asin, sinh, asinh, asind, pi,

How Tested

2, 4

Data Structures, Data Creation, & Manipulation

Describe the various data structures that reside within Excel and MATLAB and their practical use in calculations: Cell addresses (absolute, relative, & mixed) Vectors and arrays Describe a data range and use for efficiently completing repeat calculations. MATLAB: Use colon and semi-colon operators to select data in data structures. MATLAB: Explain dot notation how it may affect calculations. MATLAB: Identify appropriate uses for dot notation. , : ; .* ./ Exam 1 (may appear again on Exam 2)

Exam 1 (may appear again on Exam 2)

2, 4

Performing Complex Calculations

Perform complex calculations using algebraic and trigonometric functions in computations with scalars, vectors, and matrices.

2, 4

Files & Templates

Explain the various file name types used and create/determine professional file names. Find, open, and save appropriately named files into a variety of directories, including the H: drive. MATLAB: Explain what an m-file is and its purpose. MATLAB: Create and execute an m-file for basic and complex calculations. Given lines of code, explain the purpose of and actions associated with the code. Given lines of code, critically analyze them for sources of errors, omissions, or alternative ways for completing the same/similar actions. Explain the sources or error (why the error exists), the result of an identified coding omission, and why Page 3 of 11 Load, Run .xls, .xlx, txt Open, save, save as .mat, .dat Load, Save

Exam 1 (may appear again on Exam 2)

Week

Learning Objective

After the week of instruction, you should be able to: alternative coding may be beneficial. Excel: Print worksheets using print ranges, headers/footers, (tab names, and dates). MATLAB: Display/suppress data in the command window. Describe the purpose of templates in engineering work and use templates by applying accepted programming standards. MATLAB: Describe the purpose of comments and why they are important and create comments. MATLAB: Identify the coding syntax associated with a comment line of code, as well as strong examples of commenting based on professional programming standards.

EXCEL Commands or Functions

Print

MATLAB Commands or Functions

How Tested

Fprintf, Disp, ;

Reading Files
Import data for CSV, TXT, and DAT files.

Data, Get External Data Sort, Filter, Copy-paste specialtranspose Insert-charts

Import, Export

Exam 1 Exam 1 (may appear again on Exam 2)

2, 4

Data Creation & Manipulation

Reorder data, transpose data, and filter data for analysis.

Transpose

2, 4

Basic & Formatted Graphing/Plotting

Create a column, pie, scatter, and line graph/plot, includes selecting variables/data/ranges of data for graphing/plotting. Describe what constitutes professional presentation attributes of graphs/plots. Create titles, data labels, and legends for graphs/plots. Change attributes of graph/plotting display including the use of color and data markers. Change axis scales. Graph/plot multiple data sets on one graph. Create multiple Y-axes for graphs/plots. Display multiple graphs/plots at one time.

Plot, bar, pie, Grid on

Chart layouts Format plot area Chart layouts

Title, xlabel, ylabel, legend Special Characters Table on page 520 in text Axis, Legend, Text Pause, Figure, Hold Subplot

Exam 1

Descriptive Statistics
Define commonly used statistical measures of central tendency and variability in data (average/ mean, median, mode, min, max, Page 4 of 11

Average, Max, Median, Min, Stdev, Var

Mean, Median, Mode, Std, Var

Exam 1

Week

Learning Objective

After the week of instruction, you should be able to: standard deviation, and variance). Determine the appropriate use of each measure and provide rationale for why used. Use commonly used statistical measures of central tendency and variability in data (average/ mean, median, mode, min, max, standard deviation, and variance) in calculations.

EXCEL Commands or Functions

MATLAB Commands or Functions

How Tested

Histograms
Describe the purpose of a histogram, how it is different from a bar chart, and when it may be helpful for engineering data. Describe a normal distribution and the concept of Six Sigma. Describe what it means to have an outlier or positively/negatively skewed data. Interpret the shapes of histograms and explain the cause for the given shape. Create a professionally displayed histogram, complete with titles, appropriate axis scales, etc. Define the terms bin/bin range. Describe how to determine the estimated number of bins to use for a histogram. Hist, Freq

Exam 1

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III.

Modeling: Model Eliciting Activities

The goal of the Model Eliciting Activities is not that you complete the specific activity well, but instead that you practice: Using data to develop a mathematical model Applying mathematics you have learned in the past to a real problem (where you cant just guess what math you need to use based on the current chapter you are working through in your math textbook) Communicating your math work (engineers dont just do math; they have to explain their mathematical reasoning to other people)

Week 2, 3

Learning Objective
Models & MEAs

After the week of instruction, you should be able to: Define and describe a model and Model Eliciting Activity (MEA). Describe various ways of modeling a system. Describe the model development process. Explain why engineers use models in their work and provide examples of types of models. Describe the characteristics of a high quality mathematical model solution in terms of generalizability, share-ability, re-usability, and modifiability. Given a problem situation, identify the direct user and their needs, key stakeholders, and constraints. Explain how MEA grades are calculated. Develop mathematical models that address the mathematical complexity of the model: Account for all of the data and all forms of data Mathematical model should be mathematically sound

How Tested

MEA & Exam 1

Reviewing Peers Work

Reflect on the quality of your work and you teams work, given a set of criteria. Describe how feedback relates to engineering practice. Employ techniques for providing constructive feedback to peers and faculty. React appropriately to feedback received. MEA & Design Project

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IV.

Professional Habits: Teaming

Working on diverse teams means that you have the skills and tools to be an effective team member as well as understand the role of diversity in engineering and how diverse engineering perspectives come together on an engineering project.

Week 2, 8

Learning Objective
Teaming

After the week of instruction, you should be able to: List your team members names. Define team. Explain why engineers work in teams and how diverse perspectives are critical for design/problem solving List and describe three basic tools at your disposal for improving team effectiveness: Establish norms/develop a Code of Cooperation. Recognize the five stages of teaming development. List and describe team roles: coordinator, recorder, timekeeper, gatekeeper. Explain how to use team roles when working in teams. For common challenges, identify resources useful in promoting team success and progression through the development stages.

How Tested

Exam 1 Exam 2

1, 8

Diversity
Explain the critical role of diverse people and perspectives in innovative design Identify key points associated with the importance of diversity for engineering Describe strategies for working with diverse teammates Explain how diversity is related to making evidence-based decisions Exam 2

4-12

Contribute to Multi-Disciplinary Teams by Understanding Other Engineering Disciplines

Describe key characteristics of the 13 engineering programs at Purdue University. Identify the engineering disciplines that would be involved in various projects (i.e., waste disposal) Exam 1 & Exam 2

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V.

Design

You will need to engage in the full design processand iterate through different design activities by repeating some activities multiple timesto do design well. Most of the design content will be assessed in your design project and your practical exam (Exam 3). Generally, we dont expect you to become expert designers in this course, but we do expect you to become more like informed designers as described below.

Informed Designers
Informed designers understand the design challenge by engaging in problem framing rather than simply problem solving by: Comprehending the key criteria and constraints of the problem Delaying making design decisions in order to explore, understand, and frame the real challenge(s) in design problems Informed designers build knowledge by doing research instead of skipping research by: Doing research and hands-on investigations to learn about the problem and how things work Informed designers also consider and do research on the broader context of the problem, including: Ethical considerations Environmental considerations Issues of sustainability Informed designers explore solutions by practicing idea fluency rather than idea fixation by: Considering multiple ideas instead of just one Practicing brainstorming Practicing lateral thinking Practicing idea incubation Informed designers sketch/represent ideas through deep drawings and models rather than surface drawings and models by: Using multiple representations, such as words, drawings, and models Using representations to explore and investigate design ideas Using representations to learn more about how things work Informed designers weigh options and make decisions by balancing benefits and tradeoffs rather than ignoring benefits and tradeoffs by: Articulating strengths and weaknesses of all ideasfavorite ideas as well as less-favorite ideas Using words and graphics to display and weigh both benefits and tradeoffs of all ideas before choosing a design plan to implement Informed designers conduct tests through valid tests and experimentsrather than confounded tests and experimentsby: Testing prototypes Doing valid experimental tests to learn about materials or key design variables or to optimize performance Informed designers engage in design as a managed and iterative process, rather than a haphazard or linear process by: Doing design in a managed way, where ideas are improved iteratively via feedback Strategies (e.g., problem framing, idea fluency) are used in any order (and at multiple points in the process) as needed Informed designers reflect on their design process by: Keeping tabs on design work and thinking while working as well as after finishing
Source: Crismond, D. P. and Adams, R. S. (2012). The informed design teaching and learning matrix. Journal of Engineering Education 101(4), 738797.

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Week 8, 9

Learning Objective
Problem Framing

After the week of instruction, you should be able to: Identify needs that can be addressed through engineering design Identify key stakeholders involved in a particular design challenge and their related needs Describe the concepts of problem framing and problem definition List key attributes of well-written goals Create well-written goals List key attributes of well-written constraints and criteria Create well-written constraints and criteria Identify the key difference between constraints and criteria Explain how goals are different from criteria Explain how problem definition, goals, and criteria are related to making evidence-based engineering decisions

How Tested

Design Project & Practical Exam (Exam 3)

2, 8

Doing Research Information Literacy

Explain why information gathering is an important part of an engineering design process List and apply three criteria for evaluating the trustworthiness of information resources Identify and gather necessary elements of a citation Include complete and correct in-text citations in written documents (including citations for image sources) Include a complete reference list in written documents Explain how research and information sources are related to making evidence-based engineering decisions Design Project, Exam 2 & Practical Exam (Exam 3)

Understanding the Broader Context

List and apply steps of ethical decision-making Provide a rationale for an ethical decision Recall at least one definition of sustainability Describe at least two motivations for including sustainability in engineering Define the ideas of footprint, life-cycle analysis, and systems design Identify the four pieces of information needed for a Graedel analysis Complete a Graedel analysis and justify calculation Define the concept of design for disassembly Describe methods and strategies that make products more sustainable Explain how context is related to making evidence-based engineering decisions Design Project, Exam 2 & Practical Exam (Exam 3)

11

Ideation and Idea Fluency

Identify and use intentional systematic methods to develop alternative solutions and engage in rich idea generation Define prior art, bio-mimicry, prototyping Identify sources of prior art Describe the purpose of incorporating prior art in a design process Page 9 of 11 Design Project, Exam 2, & Practical Exam (Exam 3)

Week

Learning Objective

After the week of instruction, you should be able to: Describe the purpose and process of morphological analysis Create or interpret a morphological chart: Given a function, system, or object (e.g., water filter or filing cabinet) identify sub-functions. Given a system requirement, identify multiple means to accomplish each of the systems sub-functions. Calculate the number of possible design options in a morphological chart Generate at least 10 ideas in a brainstorming activity Explain why you should withhold judgment while engaged in brainstorming Explain how idea fluency and ideation related to making evidence-based engineering decisions

How Tested

Representing Ideas Through Deep Drawings and Models 11, Describe ideas in written form 12, 13 Communicate ideas through drawings (7-16)
Communicate ideas through rough prototypes Define the term prototype Distinguish between different types of prototypes Identify the role of mathematical modeling in engineering design Test the feasibility of design ideas (by exploring the ideas in written form, through drawings, though prototypes, and through mathematical models) Explain how representations, models, and feasibility analysis are related to making evidence-based engineering decisions Design Project & Practical Exam (Exam 3)

12

Balancing Benefits and Trade-offs

Identify the strengths and weaknesses of different design ideas: Describe the process of conducting a pros-cons evaluation Complete a pros-cons evaluation for a given set of design concepts (e.g., for different models of coffee makers) Use a systematic approach to evaluate and compare different design options: Create a weighted decision matrix Identify appropriate criteria for comparing solutions Assign appropriate weights to the different criteria Determine appropriate metrics and targets for each criterion Determine relationships between needs and metrics Use data to score alternative solutions for each criterion Interpret the results of the summed scores for the alternative solutions and reflect on whether the results make sense Explain how weighing options and balancing tradeoffs is related to making evidence-based engineering decisions Design Project & Practical Exam (Exam 3)

11, 12 Evaluating Designs Through valid Tests and Experiments

Evaluate the prototypes that you create Identify different approaches for collecting data Page 10 of 11

Design Project & Practical Exam (Exam 3)

Week

Learning Objective

After the week of instruction, you should be able to: Identify different approaches for collecting data from stakeholders Collect and find data related to your project Analyze data that you have collected Explain how conducting valid tests and experiments is related to making evidence-based engineering decisions

How Tested

Design as an Iterative Process 7 Explain the role of iteration in design (7-16)

List and define at least five major activities you would engage in during the design process Describe the key purpose of different design activities Critique another persons design process Use the strategies you learn to address your design project Use the strategies you learn in whatever order needed at multiple points in your process Explain how an iterative process is related to making evidence-based engineering decisions Design Project & Practical Exam (Exam 3)

Design as a Reflective Process 16 Reflect on your design work (7-16)

Describe your design work Describe your design learning Identify the strategies you need to practice to become a more informed designer Identify the strategies you need to use at different points as you work on your project Explain how reflection is related to making evidence-based engineering decisions Design Project, Practical Exam (Exam 3) & Design Notebook

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