Students’ Use of Failure Analysis in Learning from the Past to Innovate for the Future

Tracey Carbonetto

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Conference: ASEE Zone 1 Conference - Spring 2023
Location: State College,, Pennsylvania
Publication Date: March 30, 2023
Start Date: March 30, 2023
End Date: April 12, 2023
Page Count: 18
DOI: 10.18260/1-2--45068
Permanent URL: https://peer.asee.org/45068
Download Count: 40

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Tracey Carbonetto Pennsylvania State University, Allentown

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My professional interests as an instructor of engineering are developing and refining methods of engineering instruction that will allow students to gain confidence and increase their own success. Previous experiences in the metals and piping industry as a principal engineer have allowed me to promote necessary skills which need to be developed in the classroom so that the students have success upon graduation.

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Abstract

Students’ Use of Failure Analysis in Learning from the Past to Innovate for the Future Failure mode and effect analysis (FMEA) is an essential tool utilized by engineers to improve and innovate. This study demonstrates how students benefit when integrating this practice into the engineering design process in developing products, processes, and policies proposed as solutions. Students apply the engineering design process in problem-solving scenarios often not recognizing the design process can be applied to process and policy development in addition to product development. Products, processes, and policies may develop from findings generated by failure mode and effect analysis (Bartolomé et al., 2022). Engineering students learn how to select the appropriate method from the different types of failure analyses and what is necessary to execute the steps and complete the analysis. Students critically read through failure analysis reports learning from past failures so that they can innovate for a safer, productive future. Prior to the start of this study, the students were surveyed on what they knew about failure mode and effect analysis. Many had experience with reverse engineering but limited experience in FMEA. For this study, the subject for the failure analysis was the tragedy surrounding the sinking of the container ship, the El Faro, resulting in the loss of thirty-one souls on board. The students read through basic reporting of the accident and discussed among themselves which failure analysis technique would be appropriate. The students decided that the Ishikawa technique utilizing a fishbone diagram would be most appropriate because of the multiple prevailing factors contributing to the accident including weather conditions along with monitoring and communication equipment available, the capability of the engine, and the lifesaving equipment on board (Xu et al., 2020). Students focused on the lifesaving equipment on board after learning that a waiver was granted to the ship’s owner allowing the ship to sail with an open lifeboat. The lack of adequate lifesaving equipment was identified as a root cause of the loss of life. Students also focused on the communication system that was inadequate in identifying dangerous conditions due to weather and the state of disrepair of the engine. Students designed a launch mechanism to release a fully encapsulated lifeboat even when the ship is listing (leaning on one side). Students utilized Solidworks and Visual Basic to complete the design in alignment with the reports on the failure of the open lifeboat design along with the inoperable launch mechanism (Pacana et al., 2022). Students also focused on communication practices and devised a safer flow to ensure that the crew is aware of threatening weather. Finally, students suggested that waivers to sail with open lifeboats be discontinued forcing ship owners to make the necessary upgrades to increase safety. This policy came to fruition one year after the El Farro tragedy. When the activity concluded, a post-survey was administered so that the effectiveness of this instructional technique could be assessed. Students indicated in the post-survey that using FMEA was beneficial to the engineering design process facilitating learning from the past, improving upon existing products, processes, and policies, and guiding innovation for the future. References: Bartolomé, E., & Benítez, P. (2022). Failure mode and effect analysis (FMEA) to improve collaborative project-based learning: Case study of a study and research path in mechanical engineering. International Journal of Mechanical Engineering Education. 50(2), 291-325. doi:10.1177/0306419021999046 Pacana, A., & Siwiec, D. (2022). Method of determining sequence actions of product improvement. Journal of Materials, 15(63), 1-21 Xu, Z., & Dang, Y. (2020). Automated digital cause-and-effect diagrams to assist causal analysis in problem-solving: A data-driven approach. International Journal of Production Research, 58(17).

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Carbonetto, T. (2023, March), Students’ Use of Failure Analysis in Learning from the Past to Innovate for the Future Paper presented at ASEE Zone 1 Conference - Spring 2023, State College,, Pennsylvania. 10.18260/1-2--45068

TY - CPAPER
AB - Students’ Use of Failure Analysis in Learning from the Past to Innovate for the Future
Failure mode and effect analysis (FMEA) is an essential tool utilized by engineers to improve and innovate. This study demonstrates how students benefit when integrating this practice into the engineering design process in developing products, processes, and policies proposed as solutions. Students apply the engineering design process in problem-solving scenarios often not recognizing the design process can be applied to process and policy development in addition to product development. Products, processes, and policies may develop from findings generated by failure mode and effect analysis (Bartolomé et al., 2022). Engineering students learn how to select the appropriate method from the different types of failure analyses and what is necessary to execute the steps and complete the analysis. Students critically read through failure analysis reports learning from past failures so that they can innovate for a safer, productive future.
Prior to the start of this study, the students were surveyed on what they knew about failure mode and effect analysis. Many had experience with reverse engineering but limited experience in FMEA. For this study, the subject for the failure analysis was the tragedy surrounding the sinking of the container ship, the El Faro, resulting in the loss of thirty-one souls on board. The students read through basic reporting of the accident and discussed among themselves which failure analysis technique would be appropriate. The students decided that the Ishikawa technique utilizing a fishbone diagram would be most appropriate because of the multiple prevailing factors contributing to the accident including weather conditions along with monitoring and communication equipment available, the capability of the engine, and the lifesaving equipment on board (Xu et al., 2020). Students focused on the lifesaving equipment on board after learning that a waiver was granted to the ship’s owner allowing the ship to sail with an open lifeboat. The lack of adequate lifesaving equipment was identified as a root cause of the loss of life. Students also focused on the communication system that was inadequate in identifying dangerous conditions due to weather and the state of disrepair of the engine. Students designed a launch mechanism to release a fully encapsulated lifeboat even when the ship is listing (leaning on one side). Students utilized Solidworks and Visual Basic to complete the design in alignment with the reports on the failure of the open lifeboat design along with the inoperable launch mechanism (Pacana et al., 2022). Students also focused on communication practices and devised a safer flow to ensure that the crew is aware of threatening weather. Finally, students suggested that waivers to sail with open lifeboats be discontinued forcing ship owners to make the necessary upgrades to increase safety. This policy came to fruition one year after the El Farro tragedy. When the activity concluded, a post-survey was administered so that the effectiveness of this instructional technique could be assessed. Students indicated in the post-survey that using FMEA was beneficial to the engineering design process facilitating learning from the past, improving upon existing products, processes, and policies, and guiding innovation for the future.
References:
Bartolomé, E., &amp;amp; Benítez, P. (2022). Failure mode and effect analysis (FMEA) to improve
collaborative project-based learning: Case study of a study and research path in mechanical engineering. International Journal of Mechanical Engineering Education. 50(2), 291-325. doi:10.1177/0306419021999046
Pacana, A., &amp;amp; Siwiec, D. (2022). Method of determining sequence actions of
product improvement. Journal of Materials, 15(63), 1-21
Xu, Z., &amp;amp; Dang, Y. (2020). Automated digital cause-and-effect diagrams to assist causal analysis
in problem-solving: A data-driven approach. International Journal of Production
Research, 58(17).

AU - Tracey Carbonetto
CY - State College,, Pennsylvania
DA - 2023/03/30
PB - ASEE Conferences
TI - Students’ Use of Failure Analysis in Learning from the Past to Innovate for the Future
UR - https://peer.asee.org/45068
DO - 10.18260/1-2--45068
ER -