TUTOR MARKED ASSIGNMENT

ENGINEERING DESIGN
DESIGN PROJECT
TUTOR MARKED ASSIGNMENT 2 (v1)
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Student Declaration
I declare that all the work submitted is my own work and that no part of it has been copied
from any other source without full acknowledgement and complies with the University’s
guiding principles as stated in the Regulations Relating To Academic Misconduct*.
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*http://www.tees.ac.uk/docs/index.cfm?folder=Student%20Regulations&name=Academic%20Regulations
Published by Teesside University Open Learning (Engineering)
School of Science, Engineering & Design
Teesside University
Tees Valley, UK
TS1 3BX
+44 (0)1642 342740
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IMPORTANT
Before you start please read the following instructions carefully.
1 This assignment forms part of the formal assessment for this
module. You should therefore not submit the assignment until you
are reasonably sure that you have completed it successfully. Seek
your tutor’s advice if unsure.
2 Ensure that you indicate the number of the question you are
answering.
3
Make a copy of your answers before submitting the assignment.
4
Complete all details on the front page of this TMA and return it
with the completed assignment including supporting calculations
where appropriate. The preferred submission is via your TUOL(E)
Blackboardaccount: https://eat.tees.ac.uk
5 Your tutor’s comments on the assignment will be posted on
Blackboard.

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Assessment Criteria
This assignment relates to the production of CAD drawings and a design project.
The assignment forms Element 2 of the module’s assessment criteria that covers
Learning Outcomes 1, 4 and 5 as indicated below.

MODULE LEARNING OUTCOMES
Personal & Transferable Skills
On successful completion of this module the student will be able to:
1 Present a design solution through a range of communication techniques
appropriate to the target audience.
Research, Knowledge & Cognitive Skills
2 Prepare design specifications and solutions to meet a stakeholder’s design
brief and requirements.
3 Select, apply and justify appropriate approaches, methods and tools to a
variety of engineering design problems.
Professional Skills
4 Produce an industry-standard engineering technical design report.
5 Select and use computer-based technology in the design process.

 

PASS MERIT
Criteria in excess of the
pass grade.
DISTINCTION
Criteria in excess of the
merit grade.
Learning outcomes are
satisfied as evidenced by
CAD drawings and a
satisfactory report.
Drawings are well detailed
and represent fully the
chosen design solution. An
easily navigated report.
Thorough understanding of
the subject matter
demonstrating awareness in
its context, effect, limitations
& potential for improvement.
Report has no major
technical or structural flaws.

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1 Following on from the first TMA in this module, produce a design report for
one design of the product based on one of the scenarios covered on the
following pages. The report should contain, where appropriate:
• Title page
• Acknowledgements
• Summary
• Contents
• Introduction
• Basic Product Design Specification
• Design Parameters
• Simple Description of chosen Design
• Design Evaluation
• Detailed drawings of the design, including dimensions, such that its
constructional features can be seen*
• Conclusions
• References
• Appendices
* Drawings should be submitted as complete engineering drawings done using CAD
(or other suitable software). If the maximum size of printing is A4 then several
sheets, each showing a different view of the design, will probably be needed to show
sufficient detail for the design to be constructed. In this case, all views should be
clearly labelled and all sheets numbered. Only computer-produced drawings will be
marked; it is not acceptable to submit hand-drawn work.
Please submit copies of
the drawings within the report (.PDF) and in addition, upload the computer
files of the drawings (.DWG)
.
Note: you may have to invent information to make the design report complete.
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SCENARIOS
Either
(a) Bicycle Rack
When a full design specification was produced and the weighted objective
procedure carried out, it was found that a tow bar mounted rack was the best
solution.
The rack is to bolt to the tow bar once the tow ball is removed. The
dimensions of the tow bar bracket are shown in
Figure 1. The 330 mm
dimension refers to the distance from the ground to the bottom of the bracket.
In order to avoid the bikes fouling the car, it should be assumed that no part of
either bike should protrude beyond the face of the tow bar bracket (ie between
the bracket and the car).
Figure 1
The two bikes to be carried have dimensions shown in Figures 2 and 3. The
width of the handlebars of the man’s bike is 420 mm, whilst that of the
woman’s is 630 mm. The width across the pedals is 360 mm in both cases.
Your good friend Fred has offered to help build the bike rack and he has
access to the following materials and equipment:






square section steel tubing, 25 mm × 25 mm × 2 mm thick
steel plate, 8 mm thick
steel strips, 25 mm wide by 6mm thick
brazing and welding gear
a powered hacksaw
a pillar drill

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Design a suitable rack that can be made using Fred’s materials and
equipment. It is not necessary to worry about stresses: the materials are
capable of exceeding the strength requirements of any design. In addition, the
rack should be designed to ‘look right’.
As part of the report, you should produce:
(i) An arrangement drawing showing the outline of the bikes on the rack.
This does not need to be very detailed or show any dimensions but
should clearly demonstrate that the rack will enable the two bikes to be
carried without fouling the car or the ground.

(ii) A detailed engineering drawing of the rack only, comprising front and
side elevations with all dimensions required for manufacture shown.

Figure 2 – Man’s Bike
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Figure 3 – Woman’s Bike
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OR
(b) Front Panel of Circuit Trainer
An analogue/digital circuit trainer is required for open-learning students to use
to build circuits as part of their electrical/electronic practical work.
The circuits to be built can consist of up to five integrated circuits and their
associated discrete components.
Figures 4, 5 and 6 show block diagrams for each system of the intended
design.
(i) A power supply consisting of:
• 240 V supply input
• power ‘on’ indicator
• +5 V output
• +12 V output
• –12 V output
• 0 to +12 V variable output
• 0 to –12 V variable output
• output short-circuit indicators for ‘+’ and ‘–’ supplies
Figure 4
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(ii) A function generator capable of:
• generating sinusoidal, triangular and square waveforms
• variable amplitude
• variable frequency
• frequencies in the ranges 0 to 100 Hz, 100 Hz to10 kHz and
10 kHz to 1 MHz
Figure 5
(iii) A multimeter capable of measuring:
• resistance
• voltage
• current
Figure 6
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You will be required to draw a plan view of the front panel to show the mounting of
the various controls, etc. A photograph of an example of an existing circuit trainer is
given in
Figure 7.
Figure 7
– END OF QUESTIONS –