| Course label : | #Start&Go Conception & Environment |
|---|---|
| Teaching departement : | / |
| Teaching manager : | Mister DENIS LE PICART |
| Education language : | French |
| Potential ects : | 4 |
| Results grid : | |
| Code and label (hp) : | G1_S5_SG_CEN - #Start&Go Conception & Environ |
Education team
Teachers : Mister DENIS LE PICART / Madam AMINA TANDJAOUI / Madam MARCIA CAROLINA ARAQUE MARIN / Madam PAULINE LECOMTE / Mister ALEXANDRE KRUSZEWSKI / Mister BENJAMIN KATRYNIOK / Mister CAIO AUGUSTO FONSECA DE FREITAS / Mister DENIS NAJJAR / Mister FREDERIC GILLON / Mister LAURENT PATROUIX / Mister XAVIER BOIDIN / Mister YANNICK DUSCH
External contributors (business, research, secondary education): various temporary teachers
Summary
The development of Fablab-type "Open Source" communities is expanding rapidly. The multiplication of 3D printer-type means leads to an ever-increasing consumption of ABS and PLA. A question then arises for this community: what to do with waste and is it possible to valorize this material? 4 teams of 16 students will be assigned the task of designing a system to generate new raw material for these printers from the waste they produce. These teams will be in competition and will each have to develop their own prototype, the best can then be made available to the Open Science community! The complexity of this task will address various areas including: ￜ Materials science Chemistry ￜ Chemistry ￜ Mechanical design and manufacturing ￜ Temperature sensor and control ￜ Motorization / servo control ￜ Economic aspect Sociological dimension / ethics / Open Source
Educational goals
The pedagogical objectives below are common to all 5 variants of #Start&Go and can be supplemented by specific objectives. At the end of the activity, the student will be able to: - Conduct a bibliographic search - Understand and summarize reference documents - Produce quality documents - Use tools and apply a problem-solving methodology for which they may not have the necessary prerequisites - Make your ideas a reality with a functional demonstrator (which can be a model) - Acquire, particularly independently, knowledge in a new field - Report on the knowledge acquired - Present and defend your work in a professional manner At the end of the activity, the student will be made aware of: - Economic, societal and environmental constraints associated with the issue - The complexity and need to model systems - The need to experimentally validate a model - Issues and notions of open source and open hardware - The study and production of documentation in English - The importance of good specifications - The transversality of real projects - Time management - The need to situate oneself in terms of knowledge/skills, to express one's training needs - The interest in helping your team to improve their level of knowledge At the end of the activity, the student will be sensitized to (Level 1): ￜ Economic, societal and environmental constraints associated with the issue ￜ Complexity and the need to model systems ￜ The need to experimentally validate a model ￜ Challenges and notion of open source and open hardware Contribution of the course to the competency framework; at the end of the course, the student will have progressed in: - The apprehension of complex problems o Ability to understand and formulate the problem (hypotheses, orders of magnitude, etc...) o Ability to use concepts or principles in event descriptions o Ability to identify interactions between elements - The design and implementation of transdisciplinary projects o Ability to quickly deepen an area of expertise o Ability to develop working methods, to organize o Ability to integrate quality / safety / environmental rules and standards o Ability to combine economic logic / social responsibility and eco-responsibility - International and responsible management o Ability to communicate, convince, report Ability to take into account societal, legal, financial, economic, regulatory and economic issues
Sustainable development goals
Knowledge control procedures
Continuous Assessment
Comments: Formative evaluation of autonomous work via the Moodle platform.
Certificative evaluation of the work in the form of reports and presentations.
Prototype evaluation jury.
Online resources
- Online course (Moodle) - Bibliographical references - Interactive self-assessment QCM
Pedagogy
Teaching organized around a project to design and manufacture a real functional prototype. The economic dimension will be present throughout the study to allow students to study concepts essential to the engineer's work. The 64 students will be divided into 4 homogeneous groups in terms of origin, nationality and skills. The first two weeks of teaching will constitute a common core of knowledge that all students will need to have in order to have sufficient perspective to understand the full complexity of the study. At the end of these first two weeks, they should be able to divide themselves, for each group of prototypes, into 4 distinct areas of competence. The following three weeks will allow each cluster to acquire the basic knowledge and develop the skills necessary to manufacture the prototype. The last week will see the prototype teams achieve their objective. Each week will be the subject of an assessment by prototype group of the progress and a tutor will allow to reframe if necessary. The structuring and objectives per week will be as follows: Week 1 (common to all students): - Introduction to the issue and taking a step back: recycling / Open science - How to work independently (TEA / PER) and how to search for information by yourself - What is the material we are working on: polymer chemistry Week 2 (common to all students): - Industrial dimension: what are the tools that allow these materials to be processed - How does this material behave with temperature - How to choose a material adapted to a specification Week 3 (personalized itinerary according to a chosen area of expertise): - Acquisition of basic knowledge by division in order to solve the problem Week 4 (personalized itinerary according to a chosen area of expertise): - Putting these concepts into practice Week 5 (personalized itinerary according to a chosen area of expertise): - Development and application associated with the prototype Week 6 (common to all students): Pooling and finalization of the prototype
Sequencing / learning methods
| Number of hours - Lectures : | 0 |
|---|---|
| Number of hours - Tutorial : | 0 |
| Number of hours - Practical work : | 0 |
| Number of hours - Seminar : | 0 |
| Number of hours - Half-group seminar : | 0 |
| Number of student hours in TEA (Autonomous learning) : | 0 |
| Number of student hours in TNE (Non-supervised activities) : | 0 |
| Number of hours in CB (Fixed exams) : | 0 |
| Number of student hours in PER (Personal work) : | 0 |
| Number of hours - Projects : | 0 |
Prerequisites
None