From Observation to Prototyping: A Hands-On Undergraduate Research and Design Experience

Published in: Global Partnerships for Development and Engineering Education: Proceedings of the 15th LACCEI International Multi-Conference for Engineering, Education and Technology
Date of Conference: July 19-21, 2017
Location of Conference: Boca Raton, FL, United States
Authors: Daniel Raviv, PhD. (Florida Atlantic University, US)
Anthony Radzins, MS. (Florida Atlantic University, US)
Morad Rahmani, Bs. (Florida Atlantic University, US)
Full Paper: #403

Abstract:

This paper details the problem solving process used in creating functionally sound prototype solutions aimed at working out a neglected safety complication that two-wheeled vehicles, particularly bicycles, experience: elevated road objects that cause the vehicle and rider to lose control and flip forward. The process focuses on utilizing resources available through Florida Atlantic University along with the integration of mentor-based learning to enable undergraduate-level students to approach and resolve challenging design problems. The essential first step in the problem solving process is observing: in our case, seeing and feeling the impact that a bicycle and its rider experience. This knowledge allows the real problem to be defined: how can the effect of an impact between a forward moving bike and an elevated road obstacle be minimized. An example of an obstacle is a narrow, yet high, speed bump or a parking lot park stop. The fact is that this problem has not yet been addressed, and therefore no solution exists. This requires the process to differentiate from a typical design solving process. In this case, the team had to explore the problem and its conceptual, multi-faceted potential solution dimensions. These include exploring the effects of the road, the bike, and the rider, as well as the type of engineering to apply, i.e., mechanical, electrical, computer, into consideration (or combinations of the above) applying concepts from multiple engineering disciplines. These kinds of open ended problems challenge the student’s mind more comprehensively than an average textbook problem. Thorough discussions and critical thinking characterize the next step of the process. This is followed by thinking divergently to generate possible solutions, experimenting, testing, and identifying pros and cons of the prototyped designs. Despite the apparent simplicity of a bicycle, it must obey particularly complex geometrical constraints and dynamic behaviour, which makes the problem solving process even more challenging for project members. While exploring the statics and dynamics of a bicycle, the real problem comes into focus and the problem can be more narrowly redefined by exploring the fact that the diameter of the front wheel is too small to handle the “bump.” This realization encourages the creation of innovative ideas, motivates the use of different perspectives, and promotes outside-the-box thinking. Students who are engaged in this type of unique project have obtained hands-on technical, design and development experiences in addition to enhanced problem solving, effective communication, punctual time management skills, and practiced accepting constructive criticism. The solution being presented by our team, alongside the problem solving process, is an add-on mechanism attached to the front fork of a bicycle aiming at reducing the impact of an obstacle on a rider and prevents the vehicle from flipping forward. The idea is based on the fact that the geometry of wheels with larger diameters reduces the impactful effects of obstacles better than wheels with smaller diameters.