30 Ağustos 2010 Pazartesi
Week 13
Term-projects are exhibited in a fair format in the foyers of the department and project teams presented their work at their booths and distributed flyers about their products to the visitors (all students, faculty and assistants of the IE Department).
Week 10&11
Multimedia presentations on “Art and Engineering Relationship” are made. Plastic art objects on the METU campus are shown to students via slides and their locations are asked.
Week 9
Students brought to a concert of Bilkent Symphony Orchestra. As much as possible they are seated in chorus balcony for better observation of the orchestra while performing.
Assignment 8 (10/100 points):Students were asked to write an essay: “Interpret the symphony orchestra as a complex system. Describe the roles of the conductor and concertmeister in managing this complex system”. Literature survey is recommended. Deliverables could be sent via any digital medium.
Assignment 8 (10/100 points):Students were asked to write an essay: “Interpret the symphony orchestra as a complex system. Describe the roles of the conductor and concertmeister in managing this complex system”. Literature survey is recommended. Deliverables could be sent via any digital medium.
Week 8
Before the class, students were notified that they were supposed to take photos from campus and bring one of them to class as printed. There were no constraints about pictures besides it should be taken on the campus. The pictures are numbered by hand and posted on the walls of the auditorium.
An informative booklet about “gathering information” and “classification”. Library coding systems (Library of Congress and Dewey’s Decimal Classification) are explained. Then class has walked in the auditorium studying each picture and discussed possible category headings for the photographs and categorization hierarchy is developed collectively and live in class.
Assignment 7 (5/100 points): Students are asked to prepare a spreadsheet by hand having collectively designed headings and sub-headings and to assign each picture to a relevant group.
Students have remarked that some pictures belong to more than one group and learned that “boundaries” are not absolute.
Learned concepts are “classification”, “categorization”, “boundary”, “abstraction”, “focus”, “content” and “context”.
An extracurricular by-product of this activity has been a departmental exhibition of campus pictures taken by freshman students, which let them feel as part of the departmental community.
An informative booklet about “gathering information” and “classification”. Library coding systems (Library of Congress and Dewey’s Decimal Classification) are explained. Then class has walked in the auditorium studying each picture and discussed possible category headings for the photographs and categorization hierarchy is developed collectively and live in class.
Assignment 7 (5/100 points): Students are asked to prepare a spreadsheet by hand having collectively designed headings and sub-headings and to assign each picture to a relevant group.
Students have remarked that some pictures belong to more than one group and learned that “boundaries” are not absolute.
Learned concepts are “classification”, “categorization”, “boundary”, “abstraction”, “focus”, “content” and “context”.
An extracurricular by-product of this activity has been a departmental exhibition of campus pictures taken by freshman students, which let them feel as part of the departmental community.
Week 7
“Rich picture” method from book “Practical Systems Thinking” is presented in class. Then a fourth grade student, member of the group working on “Logistics and Inventory Improvement for Patisserie-chain Divan” as their graduation project, has presented their rich-picture applications and explained how they are drawn.
Assigment 6 (5/100 points): Students were asked to make a “rich picture” about traffic system on METU campus.
Assigment 6 (5/100 points): Students were asked to make a “rich picture” about traffic system on METU campus.
Week 6
Some recorded conference presentations of Russell Ackoff are shown to the class from YouTube archive, also an article written by him is distributed. The “purpose” of systems as an systems attribute is explained using analogies from biology and organizations. “Planning” and “control” concepts are learned.
Assignment 5 (10/100 points): R.Ackoff’s video records and other resources were supplied to students via Dropbox. Then they were asked to make a 15 minute group-debate to be recorded as a clip, after individually evaluating these materials and upload the clip to Facebook.
http://www.facebook.com/erol.sayin?v=wall&story_fbid=101341546575745
Week 5
TAV(Tepe-Akfen Airport Management Company)’s tenth year celebration clip is shown to students. Later by using the book “The Ultimate Paper Airplane“ of Richard Kline.
Random groups formed by students chose a model from the book and first each individual member of the group has produced a paper airplane by following the processes shown in the book, with the special papers supplied with the book. While producing the paper airplanes, students kept record of time to produce an airplane. Then the same airplane is produced this time as group by applying “division of labour” principle with respect to processes. They recorded time during the group work, however this time also time spent for each process is recorded. Finally every group produced 5 more airplanes of chosen model as a “mass production”. shared They recorded time again. The fifth plane’s construction is filmed process by process by groups. Afterwards they compared the times recorded and they can see the “efficiency” and “productivity” increases. Concepts of “operation”, “process”, “analytical approach” ,“motion & time study”, “work station”, “efficiency”, “productivity” have been learned through practice.
Assignment 4 (5/100 points): Groups were asked to upload their film on a CD, to Facebook or to YouTube, whichever they prefer.
Random groups formed by students chose a model from the book and first each individual member of the group has produced a paper airplane by following the processes shown in the book, with the special papers supplied with the book. While producing the paper airplanes, students kept record of time to produce an airplane. Then the same airplane is produced this time as group by applying “division of labour” principle with respect to processes. They recorded time during the group work, however this time also time spent for each process is recorded. Finally every group produced 5 more airplanes of chosen model as a “mass production”. shared They recorded time again. The fifth plane’s construction is filmed process by process by groups. Afterwards they compared the times recorded and they can see the “efficiency” and “productivity” increases. Concepts of “operation”, “process”, “analytical approach” ,“motion & time study”, “work station”, “efficiency”, “productivity” have been learned through practice.
Assignment 4 (5/100 points): Groups were asked to upload their film on a CD, to Facebook or to YouTube, whichever they prefer.
Week 4
History of mass production and assembly lines were lectured. Later a documentary on Mercedes-Benz 5 series’ covering phases of concept design, prototype design, production of body parts and motor, assembly line, shipping to dealers is ‘shown.
Assignment 3 (5/100 points): Students were asked to write a short essay comparing the Chaplin movie and the Mercedes documentary. Delivery media is left again to students.
Assignment 3 (5/100 points): Students were asked to write a short essay comparing the Chaplin movie and the Mercedes documentary. Delivery media is left again to students.
Week 3
Basic concepts of industrial engineering are introduced to students with the help of various visuals. Charlie Chaplin’s movie “Modern Times” is shown in class.
Week 2
Industrial Engineering (IE) history (both in the world and in Turkey) and IE applications in service and production systems, are lectured with various pre-selected visual materials. Differences between “systems approach” and “ analytical approach” are discussed. An article on Russell Ackoff, one of the “founding fathers” of Operations Research (OR), written by a senior faculty member, is distributed to students during class and they are asked to read. Then “Human Focus in OR” is discussed based on the article. Finally generic definition of the word “problem” is discussed and importance of defining a problem is mentioned.
Term-project topic is announced as “Home Digital Gadget Storage”, which will be done in groups of 4-6 students, followed by a presentation about “how to make a business plan”.
Assignment 2 (10/100 points): As a basic engineering and “problem” example “spaghetti bridge” project is assigned. A strength contest will be conducted in class after 2 weeks. The manual about the rules of constructing the bridge is supplied to students electronically.
Term-project topic is announced as “Home Digital Gadget Storage”, which will be done in groups of 4-6 students, followed by a presentation about “how to make a business plan”.
Assignment 2 (10/100 points): As a basic engineering and “problem” example “spaghetti bridge” project is assigned. A strength contest will be conducted in class after 2 weeks. The manual about the rules of constructing the bridge is supplied to students electronically.
Week 1
The course was introduced to students and later Yahoo group is formed. Later students are informed about the term-project topic and they are asked to form their teams as soon as possible. A introductory video on Industrial Engineering and Operations Research is shown:
http://www.youtube.com/watch?v=0s3eyM6dRZQ&feature=related
http://www.youtube.com/watch?v=0s3eyM6dRZQ&feature=related
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