The modules are available as PDF and AVI files.

Module 1
From 2D Sketches to 3D Objects
• PDF module
• AVI movie
Module 2
Advanced Basics with NX4
• PDF module
• AVI movie
Module 3
More Mating with NX4
• PDF module
• AVI movie

Module 4
A Pump Project
• PDF module
• AVI movie
Module 5
A Vice Grip Project
• PDF module
• AVI movie, part 1
• AVI movie, part 2
Module 6
A Toy Train Project
• PDF module
• AVI movie, part 1
• AVI movie, part 2

Supporting Papers
• R. Pop-Iliev and S. Nokleby. 2007. Digitally enhancing the project-based approach to engineering education. Proc Intl Conf on Engineering Design, Paris. (PDF)

• R. Pop-Iliev and G. Platanitis. 2007. Just-in-time implementation of open-ended take-home miniature design engineering projects. Proc PACE Conference. (PDF paper) (PDF presentation) (AVI movie 1) (AVI movie 2) (AVI movie 3)

[Description and screenshot taken from the wiki page for this module. Materials are used under the terms of a CC BY-NC-SA 3.0 license.]

The consequences of something breaking can be a pest, or utterly disastrous, as when the pedal drops off one’s bike, but without it, biting and crunching, breaking into crisp packets, pulverizing coal, oil drilling and many other processes would be impossible. The most dramatic failures are catastrophic, but sometimes they can be very gradual even in the most brittle materials. This TLP discusses what determines when a material will break, and whether failure will be catastrophic or more gradual. The emphasis here is on brittle fracture, and although all of this is relevant to metals, the details of ductile fracture are not discussed.

On completion of this tutorial you should understand:
• that materials break by cracking;
• what determines whether a material will crack or not;
• what determines whether cracking is catastrophic or more gradual;
• the concepts of the fracture energy, strain energy release rate, fracture toughness and stress intensity factor.

Questions and links to further reading are also included.

[Description and screenshot taken from the DoITPoMS page for this TLP. (c) University of Cambridge used under the terms of their CC BY-NC-SA 2.0 license.]

The resources here include the lecture hand out (zip file) which includes embedded tutorial questions, some powerpoints for structuring lectures , flash animations to step through modelling process for electrical circuits and a large data base of CAA developed on webct (here provided in zip files for quiz 1 and quiz 2). The files import into webct and self extracts. The lecture notes also contains a brief overview on usage for lecturing staff.

The main focus is on electrical and mechanical systems, but there is also some discussion of dc motors, fluids and heat as well as an introduction to time series modelling. The main emphasis is on why modelling is important and how to go about doing this from first principles (e.g. Kirchhoff’s laws, Newton’s Laws, etc.). Given the focus is on new students arriving at University, there is no attempt to develop models beyond second order.

These were developed at the University of Sheffield and authored by J. A. Rossiter from the Department of Automatic Control and Systems Engineering.

[Description and screenshot taken from the Open Engineering Resources Project page for this resource. (c) The University of Sheffield used under the terms of their CC BY 2.0 license.]

The course offers a holistic view of the aircraft as a system, covering: basic systems engineering; cost and weight estimation; basic aircraft performance; safety and reliability; lifecycle topics; aircraft subsystems; risk analysis and management; and system realization. Small student teams retrospectively analyze an existing aircraft covering: key design drivers and decisions; aircraft attributes and subsystems; and operational experience. Oral and written versions of the case study are delivered. For the Fall 2005 term, the class focuses on a systems engineering analysis of the Space Shuttle. It offers study of both design and operations of the shuttle, with frequent lectures by outside experts. Students choose specific shuttle systems for detailed analysis and develop new subsystem designs using state of the art technology.

Guest lecturers include Aaron Cohen, Dale Myers, John Logsdon, Tom Moser, J. R. Thompson, Bass Redd, Allen Louviere, Henry Pohl, Robert Seamans, Bob Ried, Walter Guy, Robert Sieck, Sheila Widnall, Philip Hattis, Christopher Kraft, Wayne Hale, Anthony Lavoie, Peter Young, and Gordon Fullerton. This course was administrated by shuttle astronaut and MIT Professor Jeff Hoffman and Professor Aaron Cohen, who was the Space Shuttle Orbiter Project Manager. Guest speakers provide the majority of the content in video lectures, discussing topics such as system design, accident investigation, and the future of NASA’s space mission.

[Description and screenshot taken from MIT OCW page for this course. (c) MIT used under the terms of their CC-NC-SA license.]

The Blender 3D Design course is intended to offer students an introduction to the world of computer generated 3-D modeling and animation. As an introductory course, it provides a basic understanding of the skills and techniques employed by 3-D designers in a wide range of applications. The course will explore basic mesh modeling, applying textures and materials to 3-D objects, lighting, animation and rendering. It should provide a good basis for further independent study in architectural, engineering, and theatrical modeling and game design. It is self-paced, meaning that you can pick and choose the Learning Units, Video Tutorials or PDF tutorials as you see fit. The sequence of Learning Units are a suggested path of learning Blender but users are welcome to use this material in any way that suits theirr purposes. There are 2 progressive levels of study in this course: Beginning Level and Intermediate Level. Learning Units 1 through 12 comprise the Beginning Level Course and Learning Units 13 through 24 comprise the Intermediate Level Course (Note: The Intermediate level Course is currently under development.)

To take this course, you must have access to a personal computer on which you can download all of the required software (free) and execute all of the required assignments. Please note that the course as presented here does not contain the full content of the course as taught at Tufts. The included content is based on material the Tufts faculty and instructors choose to include, as well as factors such as content preparation, software compatibility, and intellectual property and copyright restrictions. Tufts are working on a replacement OCW Blender course, which will reflect the new 2.5x version of Blender. It will include additional learning units, new video and PDF tutorials, and different projects.

[Description and screenshot taken from Tufts OCW page for this course. (c) Tufts University used under the terms of their CC-NC-SA license.]

According to the United States Agency for International Development, 20 million people in developing countries require wheelchairs, and the United Nations Development Programme estimates below 1% of their need is being met in Africa by local production. This course gives students the chance to better the lives of others by improving wheelchairs and tricycles made in the developing world. Lectures will focus on understanding local factors, such as operating environments, social stigmas against the disabled, and manufacturing constraints, and then applying sound scientific/engineering knowledge to develop appropriate technical solutions. Multidisciplinary student teams will conduct term-long projects on topics such as hardware design, manufacturing optimization, biomechanics modeling, and business plan development. Theory will further be connected to real-world implementation during guest lectures by MIT faculty, Third-World community partners, and U.S. wheelchair organisations.

Topics covered during the course includes wheelchair biomechanics and ergonomics, design for human use, manufacturing processes and strategies, product design, material science, mechanics of materials and welding, human-powered machines, hand-cycle designs and racing.

Special software is required to use some of the files in this course: .xls, .mp4 and .rm.

[Description and screenshot taken from MIT OCW page for this course.
(c) MIT used under the terms of their CC-NC-SA license.]

This class is jointly sponsored by the MIT Museum, Massachusetts Bay Maritime Artisans, the Department of Mechanical Engineering’s Center for Ocean Engineering, and the Department of Architecture. The course teaches the fundamental steps in traditional boat design and demonstrates connections between craft and modern methods. Instructors provide vessel design orientation and then students carve their own shape ideas in the form of a wooden half-hull model. Experts teach the traditional skills of visualizing and carving your model in this phase of the class. After the models are completed, a practicing naval architect guides students in translating shape from models into a lines plan. The final phase of the class is a comparative analysis of the designs generated by the group.

Special software is required to use the video lectures in this course: .rm. These videos are also available from VideoLectures.net.

[Description and screenshot taken from MIT OCW page for this course. (c) MIT used under the terms of their CC-NC-SA license.]

[Description and screenshot taken from MIT OCW page for this course. (c) MIT used under the terms of their CC-NC-SA license.]

The unit contains text, images and videos and aims to provide an understanding of invention, design, innovation and diffusion as ongoing processes with a range of factors affecting success at each stage. You will gain an understanding of the factors that motivate individuals and organisations to invent, and the creative process by which individuals come up with ideas for new inventions and designs, and you will gain an understanding of the obstacles that have to be overcome to bring an invention to market and the factors that influence the successful diffusion of an innovation into widespread use. A bibliography is also provided.

The unit is divided into three parts. (1) looks at the technological products in your home or at work and considers their development history and their impact on the lives of the users, then the key concepts associated with the process of invention, design, innovation and diffusion are defined. (2) considers what motivates individuals and organisations to invent in the first place and how individuals come up with ideas for new designs and inventions. (3) examines how technical, financial and organisational obstacles have to be overcome in order to bring an invention to the market. Once on the market a number of factors influence how well an innovation will sell.

The unit takes on average 55 hours to complete.

The guide comes in 3 parts: approaches to product design in Delft, design methods, and competences in design. Each part is available to download in .pdf format: Introduction, Overview, Part 1, Part 2, Part 3 or viewable as a SlideShare presentation.

Topics covered by the guide includes the product innovation process, the design cycle, engineering models of product design, the Fish Trap Model, creating product ideas and concepts, planning and design, and concept development.

The Guide presents an overview; short descriptions of approaches and methods. For beginner designers it is necessary to study more detail using the references mentioned in the guide.

It aims to inform consumers of design (i.e., all of us) about this crucial characteristic of design. The unit is derived from the OU course T211 on Design and Designing, but as well as stimulating interest in areas of concern for producers of design it might also provide an introduction to engineering, manufacturing and business studies.

The unit contains text, images, exercises and videos covering the principles of user-centred designing, inclusive design, ergonomics and human factors, user research techniques, interaction design or making usable products, and looking at users interaction with products. A bibliography and further reading list is also provided.

The unit takes an average of 12 hours to complete.