engineering problem solving class

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Course info, instructors.

• Dr. George Kocur
• Dr. Christopher Cassa
• Prof. Marta C. Gonzalez

Departments

• Civil and Environmental Engineering

As Taught In

• Programming Languages
• Software Design and Engineering
• Computational Science and Engineering

Learning Resource Types

Introduction to computers and engineering problem solving, course description.

This course presents the fundamentals of object-oriented software design and development, computational methods and sensing for engineering, and scientific and managerial applications. It cover topics, including design of classes, inheritance, graphical user interfaces, numerical methods, streams, threads, sensors, and data structures. Students use Java ® programming language to complete weekly software assignments.

How is 1.00 different from other intro programming courses offered at MIT?

1.00 is a first course in programming. It assumes no prior experience, and it focuses on the use of computation to solve problems in engineering, science and management. The audience for 1.00 is non-computer science majors. 1.00 does not focus on writing compilers or parsers or computing tools where the computer is the system; it focuses on engineering problems where the computer is part of the system, or is used to model a physical or logical system.

1.00 teaches the Java programming language, and it focuses on the design and development of object-oriented software for technical problems. 1.00 is taught in an active learning style. Lecture segments alternating with laboratory exercises are used in every class to allow students to put concepts into practice immediately; this teaching style generates questions and feedback, and allows the teaching staff and students to interact when concepts are first introduced to ensure that core ideas are understood. Like many MIT classes, 1.00 has weekly assignments, which are programs based on actual engineering, science or management applications. The weekly assignments build on the class material from the previous week, and require students to put the concepts taught in the small in-class labs into a larger program that uses multiple elements of Java together.

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"Engineering Problem Solving"

Course Materials Include:

• 4 laboratory assignments

Engineering Problem Solving

By Stanley Hsu Rajeevan Amirtharajah Andre Knoesen Electrical and Computer Engineering University of California, Davis

Download free courseware for Engineering Problem Solving from the University of California, Davis.

This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License .

This engineering problem solving course introduces undergraduate students to sustainable engineering. There are three goals:

• Sustainability-focused lab exercises
• Hands-on experience
• Project-based learning

The course emphasizes topics in solar cell technology, and touches on other subjects such as green building design and electric vehicles. Although students are introduced to various topics in sustainable engineering, the goal of the course is to teach engineering problem solving (and how to use MATLAB to model and solve engineering problems) and not sustainable engineering.

Learning Outcomes

• Students will learn MATLAB through solving sustainable/renewable engineering related problems.
• Students will also gain hands-on experience working with hardware (developed based on Arduino UNO) to gather sunlight data.

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FREE K-12 standards-aligned STEM

curriculum for educators everywhere!

Find more at TeachEngineering.org .

• TeachEngineering
• Problem Solving

Lesson Problem Solving

Grade Level: 8 (6-8)

(two 40-minute class periods)

Lesson Dependency: The Energy Problem

Subject Areas: Physical Science, Science and Technology

• Print lesson and its associated curriculum

Curriculum in this Unit Units serve as guides to a particular content or subject area. Nested under units are lessons (in purple) and hands-on activities (in blue). Note that not all lessons and activities will exist under a unit, and instead may exist as "standalone" curriculum.

• Energy Forms and States Demonstrations
• Energy Conversions
• Watt Meters to Measure Energy Consumption
• Household Energy Audit
• Light vs. Heat Bulbs
• Efficiency of an Electromechanical System
• Efficiency of a Water Heating System
• Solving Energy Problems
• Energy Projects

TE Newsletter

Engineering connection, learning objectives, worksheets and attachments, more curriculum like this, introduction/motivation, associated activities, user comments & tips.

Scientists, engineers and ordinary people use problem solving each day to work out solutions to various problems. Using a systematic and iterative procedure to solve a problem is efficient and provides a logical flow of knowledge and progress.

• Students demonstrate an understanding of the Technological Method of Problem Solving.
• Students are able to apply the Technological Method of Problem Solving to a real-life problem.

Educational Standards Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards. All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN) , a project of D2L (www.achievementstandards.org). In the ASN, standards are hierarchically structured: first by source; e.g. , by state; within source by type; e.g. , science or mathematics; within type by subtype, then by grade, etc .

Ngss: next generation science standards - science.

View aligned curriculum

Do you agree with this alignment? Thanks for your feedback!

International Technology and Engineering Educators Association - Technology

State standards, national science education standards - science.

Scientists, engineers, and ordinary people use problem solving each day to work out solutions to various problems. Using a systematic and iterative procedure to solve a problem is efficient and provides a logical flow of knowledge and progress.

In this unit, we use what is called "The Technological Method of Problem Solving." This is a seven-step procedure that is highly iterative—you may go back and forth among the listed steps, and may not always follow them in order. Remember that in most engineering projects, more than one good answer exists. The goal is to get to the best solution for a given problem. Following the lesson conduct the associated activities Egg Drop and Solving Energy Problems for students to employ problem solving methods and techniques. 

Lesson Background and Concepts for Teachers

The overall concept that is important in this lesson is: Using a standard method or procedure to solve problems makes the process easier and more effective.

The specific process of problem solving used in this unit was adapted from an eighth-grade technology textbook written for New York State standard technology curriculum. The process is shown in Figure 1, with details included below. The spiral shape shows that this is an iterative, not linear, process. The process can skip ahead (for example, build a model early in the process to test a proof of concept) and go backwards (learn more about the problem or potential solutions if early ideas do not work well).

This process provides a reference that can be reiterated throughout the unit as students learn new material or ideas that are relevant to the completion of their unit projects.

Brainstorming about what we know about a problem or project and what we need to find out to move forward in a project is often a good starting point when faced with a new problem. This type of questioning provides a basis and relevance that is useful in other energy science and technology units. In this unit, the general problem that is addressed is the fact that Americans use a lot of energy, with the consequences that we have a dwindling supply of fossil fuels, and we are emitting a lot of carbon dioxide and other air pollutants. The specific project that students are assigned to address is an aspect of this problem that requires them to identify an action they can take in their own live to reduce their overall energy (or fossil fuel) consumption.

The Seven Steps of Problem Solving

1.  Identify the problem

Clearly state the problem. (Short, sweet and to the point. This is the "big picture" problem, not the specific project you have been assigned.)

2.  Establish what you want to achieve

• Completion of a specific project that will help to solve the overall problem.
• In one sentence answer the following question: How will I know I've completed this project?
• List criteria and constraints: Criteria are things you want the solution to have. Constraints are limitations, sometimes called specifications, or restrictions that should be part of the solution. They could be the type of materials, the size or weight the solution must meet, the specific tools or machines you have available, time you have to complete the task and cost of construction or materials.

3.  Gather information and research

• Research is sometimes needed both to better understand the problem itself as well as possible solutions.
• Don't reinvent the wheel – looking at other solutions can lead to better solutions.
• Use past experiences.

4.  Brainstorm possible solutions

List and/or sketch (as appropriate) as many solutions as you can think of.

5.  Choose the best solution

Evaluate solution by: 1) Comparing possible solution against constraints and criteria 2) Making trade-offs to identify "best."

6.  Implement the solution

• Develop plans that include (as required): drawings with measurements, details of construction, construction procedure.
• Define tasks and resources necessary for implementation.
• Implement actual plan as appropriate for your particular project.

7.  Test and evaluate the solution

• Compare the solution against the criteria and constraints.
• Define how you might modify the solution for different or better results.
• Egg Drop - Use this demonstration or activity to introduce and use the problem solving method. Encourages creative design.
• Solving Energy Problems - Unit project is assigned and students begin with problem solving techniques to begin to address project. Mostly they learn that they do not know enough yet to solve the problem.
• Energy Projects - Students use what they learned about energy systems to create a project related to identifying and carrying out a personal change to reduce energy consumption.

The results of the problem solving activity provide a basis for the entire semester project. Collect and review the worksheets to make sure that students are started on the right track.

Learn the basics of the analysis of forces engineers perform at the truss joints to calculate the strength of a truss bridge known as the “method of joints.” Find the tensions and compressions to solve systems of linear equations where the size depends on the number of elements and nodes in the trus...

Through role playing and problem solving, this lesson sets the stage for a friendly competition between groups to design and build a shielding device to protect humans traveling in space. The instructor asks students—how might we design radiation shielding for space travel?

A process for technical problem solving is introduced and applied to a fun demonstration. Given the success with the demo, the iterative nature of the process can be illustrated.

The culminating energy project is introduced and the technical problem solving process is applied to get students started on the project. By the end of the class, students should have a good perspective on what they have already learned and what they still need to learn to complete the project.

Hacker, M, Barden B., Living with Technology , 2nd edition. Albany NY: Delmar Publishers, 1993.

Other Related Information

This lesson was originally published by the Clarkson University K-12 Project Based Learning Partnership Program and may be accessed at http://internal.clarkson.edu/highschool/k12/project/energysystems.html.

Contributors

Supporting program, acknowledgements.

This lesson was developed under National Science Foundation grants no. DUE 0428127 and DGE 0338216. However, these contents do not necessarily represent the policies of the National Science Foundation, and you should not assume endorsement by the federal government.

Last modified: August 16, 2023

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Engineering Design and Problem Solving

The Engineering Design and Problem-Solving course is the creative process of solving problems by identifying needs and then devising solutions. The solution may be a product, technique, structure, or process depending on the problem. Science aims to understand the natural world, while engineering seeks to shape this world to meet human needs and wants. Engineering design takes into consideration limiting factors or "design under constraint." Various engineering disciplines address a broad spectrum of design problems using specific concepts from the sciences and mathematics to derive a solution.

This binder does not contain all lesson plans for this course. This content can be used with any textbook or instructional materials. If locally adapted, make sure all TEKS are covered.

Scope and Sequence

CTE TEKS - Implemented 2017-2018, adopted in 2015

Engineering Design and Problem Solving course scope and sequence within the Science, Technology, Engineering, and Mathematics Career Cluster® summarizes the content to be taught, and one possible order for teaching the units of instruction. A brief description of each unit and the corresponding TEKS are included. This scope and sequence may be adapted or adopted by the local education agency.

Program of Study

Based on the House Bill 5 Foundation High School Program, the Engineering program of study within the Science, Technology, Engineering, and Mathematics Career Cluster® provides helpful information, including the core courses and career-related electives in high school that will help prepare students for their career goals. This document is designed for students, but can also be used by administrators, counselors, teachers, business and industry representatives, and parents.

Based on the House Bill 5 Foundation High School Program, the Physical Science program of study within the Science, Technology, Engineering, and Mathematics Career Cluster® provides helpful information, including the core courses and career-related electives in high school that will help prepare students for their career goals. This document is designed for students, but can also be used by administrators, counselors, teachers, business and industry representatives, and parents.

Unit 1: Exploration of the STEM Field of Engineering Design

Lesson plans are currently not available. Review the scope and sequence document, TEKS, and available lesson plans, to determine which additional lesson plans to locally develop.

You can download the optional blank lesson plan template provided here, to locally develop a new lesson plan, consistent with the others provided in the Texas CTE Resource Center.

If after developing a new lesson plan, you would like the TEA to consider adding it to the resource library for colleague teachers to also use in the future, attach the lesson plan and any supplemental instructional materials through the form here, for consideration. If published, we will attribute the materials to you.

Unit 2: Use of Scientific Method in Laboratory and Field investigations

Unit 3: use of scientific method to develop a solution, unit 4: safety precautions, unit 5: application of problem solving skills, unit 6: solve engineering design problems.

In this lesson, students will explain the concept of engineering design, apply engineering design concepts to a problem scenario, practice sketching technical drawings in their engineering notebooks, and reinforce collaborative and communication skills.

One or more lesson plans are currently not available. Review the scope and sequence document, TEKS, and available lesson plans, to determine which additional lesson plans to locally develop.

If after developing a new lesson plan, you would like the TEA to consider adding it to the resource library for colleague teachers to also use in the future, attach the lesson plan and any supplemental instructional materials through the form here , for consideration. If published, we will attribute the materials to you.

Unit 7: Solve Engineering Design Problems

Unit 8: communication skills in the stem field, unit 9: formulating solutions, unit 10: employability skills, unit 11: teamwork in stem, unit 12: extended learning experience.

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• Problem Solving with Engineering & Design

Semester 2 2023-2024

Course overview.

This course investigates various topics in science, technology, engineering, and mathematics using a series of projects and problems that are both meaningful and relevant to the students’ lives. Students develop engineering skills, including design principles, modeling, and presentations, using a variety of computer hardware and software applications to complete assignments and projects.

This is a course that focuses on practical applications of science and mathematics to solve real-world issues. Project-based learning, working in collaborative teams, and designing prototypes are essential components of the course. Throughout the program, students step into the varied roles engineers play in our society, solve problems in their homes and communities, discover new career paths and possibilities, and develop engineering knowledge and skills.

There are no particular math or science prerequisites for this course , just an interest in using STEM to solve problems and a desire to learn!

NCAA-approved course

UC-approved course

View Course Outline

What Students Are Saying

“Through this course, I have learned a whole lot about engineering ethics and the idea of shared responsibility. The design sprints also helped me understand the the importance of defining the problem prior to starting on a design, something I had always overlooked. Also, prior to this class, I was unenlightened about the formal definition of engineering design processes. Lastly, I have made the most improvement in the area of helpful feedback. Now, I think I write much more thoughtful and actionable comments on other people’s discussion posts.” (Camilo)

“My understanding of being an engineer changed from thinking it was all independent work to realizing the amount of group collaboration. This changed during the interviewing an engineer assignment, where this topic was a big part of the discussion, and it showed me how important it is because an actual engineer was telling me what they do.” (Dylan)

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Learn how to take real-world problems, translate them into the language of mathematics, and solve them.

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ENGI 1331 — Computing and Problem Solving for Engineers

Description: Introduction to computing; matrix arithmetic, programming constructs, algorithms and graphical visualization using MATLAB; problem solving applications in engineering analysis and design.

Prerequisites: ENGI 1100, MATH 2413 and CHEM 1311 or PHYS 2325

Credit Hours: 3

Course Goals

• to instill students with a problem solving mindset ,
• to provide students with a process to solve a variety of engineering problems , and
• to introduce students to programming in MATLAB as a tool to solve engineering problem

Course Topics

• Data types: scalars, vectors, matrices, cell arrays, strings, logical arrays, structured variables
• Basic Programming, user inputs, outputs, importing and exporting of various data types (.csv, .txt, .xls, and image file types)
• Built-in functions and User-defined functions
• Conditional structures
• Looping structures (while and for)
• Graphical representation and applications (plotting, regression, imaging)
• Introductory engineering topics: data analysis, numerical analysis, mechanics, resistors, image processing (biomedical), material science

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• VCPD618 - Problem solving for Enginee...

Problem-solving for Engineers: Root Cause Analysis Fundamentals (Virtual Classroom)

Credits: CEUs: 2.30 | PDHs: 23.00

Language: English - US

Learn root cause analysis (RCA) fundamentals, explore RCA tools' purpose and application, and perform RCA on real-world problems to find solutions.

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Dec 11-13th, 2023

Jun 10-12th, 2024

This course commences at 9:30 AM and ends at 6PM each day, with breaks scheduled throughout. Interested in taking this course in person?  Please follow this link !

Even with the best quality systems and training, problems can happen. Root cause analysis (RCA) describes a wide range of approaches, tools, and techniques used to uncover causes of problems. For engineers, this could be applied to failure analysis in engineering and maintenance, quality control problems, safety performance, and computer systems or software analysis. The goal of RCA is to identify the origin of a problem using a systematic approach and determine:

• What happened
• Why it happened
• How to reduce the likelihood that it happens again
• How to launch a solution implementation plan

This three-day course provides a collaborative and dynamic learning environment that affords the participant the ability to perform RCA on real-world problems and overlay solutions to the problems. Each RCA tool is presented in an easy-to-follow structure: a general description of the tool, its purpose and typical applications, the procedure when using it, an example of its use, a checklist to help you make sure it is applied properly, and different forms and templates.

The examples used can be tailored to many different industries and markets, including manufacturing, robotics, bioengineering, energy, and pressure technology. The layout of this course has been designed to help speed participants’ learning through short videos depicting well-known scenarios for analysis in class. Course Materials (included in purchase of course):  Digital course notes via ASME’s Learning Platform 

By participating in this course, you will learn how to successfully:

• Explain the concept of root cause analysis
• Describe how to use tools for problem cause brainstorming
• Ask the right questions; establish triggers that drive you to the RCA process
• Develop strategies for problem cause data collection and analysis
• Deploy tools for root cause identification and elimination
• Perform a cost-benefit analysis
• Practice ways of implementation solutions

Who should attend? This course is intended for engineers and technical professionals involved in flow of complex processes, materials and equipment, or those who serve in a project or product management function. This  ASME Virtual Classroom  course is held live with an instructor on our online learning platform. A Certificate of Completion will be issued to registrants who successfully attend and complete the course.

• Introduction to Root Cause Analysis (RCA)
• The need and the practice
• Defining a Problem
• Strategies to Solve Problems
• Understanding Causes and Its Levels
• Finding Root Causes
• Eliminating Root Causes
• Proactive Problem Solving
• Case Studies & Hands-on Activity
• Defining Root Cause Analysis
• Conducting Root Cause Analysis
• Case Study & Group Activity
• Problem Understanding
• The Purpose and Applications of Flowcharts
• Using Flowcharts
• Using Critical Incidents
• Using Performance Matrices
• Problem Cause Brainstorming
• The Purpose and Application of Brainstorming
• Brainstorming Recording Templates
• Problem Cause Data Collection
• Taking Advantage of Samplings
• Steps in Using Samplings
• Taking Advantage of SurveysUsing Check Sheets
• Problem Cause Data Collection Checklist
• Understanding Problem Cause Data Analysis
• The Purpose and Application of Histograms
• Using and Interpreting Histograms
• Using Relations Diagram
• Case Study & Hands-on Activity
• Fundamentals of Root Cause Identification
• Using Cause-and-Effect Diagrams
• Using the Five Whys Method
• Using the Fault Tree Analysis Technique
• An Overview of Root Cause Elimination
• Using DeBono’s Six Hats
• Overview of Solution Implementation
• Organizing the Implementation
• Developing an Implementation Plan
• Using Tree Diagrams
• Creating Change Acceptance
• The Purpose and Application of Force-Field Analysis
• What to Watch for When Using Tools and Techniques
• Selecting the Right Tool  
• Example Cases and Practice

Jim Willey, P.E.

Hydro Plant Engineering Manager for the Chelan County PUD

Jim Willey, P.E., is currently the Engineering Manager for Chelan PUD in Washington State.

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