PTC Creo and PTC University Precision LMS have been successfully applied in the University of Maine's Brunswick Engineering Program (BEP) integrated curriculum. PTC Creo constitutes the primary design tool of a design centered first and second year curriculum, and provides the necessary environment for the successful deployment of project and problem based pedagogy. PTC University Precision LMS has proven effective for teaching PTC Creo software in the classroom and allowing class time to focus on principles rather than exhaustive software training. The use of PTC Creo and PTC University Precision LMS in integrated projects has provided students multiple learning modes and a smooth transition from learning the software to applying it to design tasks.

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Alex Friess Ph.D. Brunswick Engineering Program, University of Maine, May 2013
PTC Creo, together with computational software (PTC
Mathcad, among others), contributes the “simulate”
in the “theory – simulation – experimentation”
philosophy of the BEP to provide multiple learning
modes to the students. Simulation in the first year
is restricted to static solid modeling (in addition to
computational modeling of mathematical and physical
components, carried out with the computational
software used in the program), however in future
developments the use will be expanded to include
strength and motion simulations (primarily for
second year students). PTC University Precision
LMS has proven to be effective to teach the software
in a standard classroom and studio environment,
and future CAD (computer-aided design) course
development will further extend application of PTC
University Precision LMS to a “flipped classroom”
mode.
The BEP places strong emphasis on CAD instruction
to not be simply a “learn how to use the software”
process, but rather only teach the necessary software
skills to facilitate a rapid transition towards self-
learning and using the software to help in synthesizing
other learning.
PTC®
Creo®
and PTC®
University Precision LMS
in the Brunswick Engineering Program
Integrated Curriculum
PTC Creo in combination with PTC University
Precision LMS has been proven to be a winning
combination to achieve this goal.
Introduction
The Brunswick Engineering Program was started
by the University of Maine in 2012 to provide an
additional and unique entry point into the higher
education system for aspiring engineers at the Mid-
Coast Maine region. The program delivers the first
two years of the Mechanical, Electrical, Computer
and Civil Engineering degrees in Brunswick, after
which the students transition to the main campus
in Orono to finish their degrees in their respective
home departments. An advantage of the BEP is that
it delivers the foundational mathematics and science
courses in an integrated fashion, that presents the
mathematics and science in the context of engineering
applications. A principal goal of this curriculum is to
present the material using multiple learning modes
(theory – simulation – experimentation form).
PTC Creo and PTC University Precision LMS have been successfully
applied in the University of Maine’s Brunswick Engineering Program
(BEP) integrated curriculum. PTC Creo constitutes the primary
design tool of a design centered first and second year curriculum, and
provides the necessary environment for the successful deployment of
project and problem based pedagogy.

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The BEP is a program that caters to 4 different degree
programs, and thus the nature of the first semester
engineering courses cannot be discipline specific
(such as “Introduction to Mechanical Engineering”, or
“Civil Engineering Computing”). The BEP curriculum
relies on engineering design as the common
denominator between disciplines, which in turn
provides an ideal environment to implement student
centered pedagogy. This approach manifests in
exploratory exercises (a series of first and second year
“cornerstone” experiences) while at the same time
cultivating important skills such as communication
and teamwork.
In order to fully explore the design dimension of
the curriculum, computer aided design software is
introduced during the first semester, and PTC Creo
was selected as the principal CAE vehicle.
Design Focus
The PTC Creo components are delivered during
semester 1 in the course IEN120 “Engineering
Studio 1” (3ch). The course during the first two
weeks introduces the engineering profession, and
then transitions into engineering design, first via
orthographic and isometric hand sketching exercises,
and subsequently to 3D parametric Solid Modeling
using PTC Creo. The hand sketching exercises are
introduced prior to using software to help students
develop the relationship between 3D objects and 2D
representations, and to support the teamwork and
design techniques modules delivered in parallel.
Students learn how to discuss engineering designs by
sketching and communicating their ideas.
The formal PTC Creo instruction is carried out
with the help of PTC University Precision LMS, and
is intended to be a starting point for the students
ongoing and increasingly independent honing of
their CAD skills. PTC University Precision LMS has
proven highly suitable to implement this ongoing
self- study, and allows for lecture time to focus on the
basic principles rather than providing an exhaustive
software-specific training.
The specific modules in the PTC Creo training include:
• Sketching and design intent
• PTC Creo part mode
-- Extrusions
-- Revolves
-- Sweeps and blends
-- Holes, patterns and feature manipulations
• PTC Creo assembly mode
• PTC Creo Drawing mode
• PTC Creo Mechanism introduction
These components are taught with the help of the
respective PTC University Precision LMS sections
contained primarily in the “Introduction to PTC Creo
Parametric 2.0: Fundamentals”, “Productivity” and
“Advanced Modeling” modules.
The class format for the direct instruction (each
class) consists of a mini-lecture outlining and/or
demonstrating the concept that is covered in the
class, followed by one or more in-class assignments
(individual) for the students to apply the concept. It is
expected that the students have at least reviewed the
class material assigned on PTC University Precision
LMS before each class. This rather traditional
approach to learning CAD was applied during the first
iteration of the course, and represents the starting
point for a “flipped classroom” approach, to be
developed incrementally over the next iterations of the
course1.
The exercises carried out by the students in class
follow the exercises presented in PTC University
Precision LMS, and are expanded with additional
parts presented in class. The project however departs
from the PTC University Precision LMS projects due
to the integrated nature of the course, which steers
the project towards a joint project with the other
integrated class (Integrated engineering 1
).
1
Flipping the classroom: PTC University Precision LMS’s comprehensive library
and video library very easily adapt to providing a flipped classroom and peer
instruction environment. This implies that students or teams of students are
assigned certain learning modules that they then have to teach the rest of the
class during regular class time. This approach will be incrementally introduced
starting in the second iteration of the course.

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First Semester Project
The project chosen here builds on previous design
work carried out on a Rube Goldberg sequence.
During the initial weeks of the semester, students
were challenged to implement the engineering design
sequence (up to conceptual level) in a teamwork
environment, in the form of a conceptual Rube
Goldberg (RG) design (in this exercise graphical
communication was based on hand sketches). While
many more RG steps were discussed during this
exercise, the capability to freely arrange stages
that represent different physical processes without
destroying the “meaning” and realism of the project,
implies that a custom tailored project can be
composed that is maintained at the adequate level of
complexity and incorporates all physical components
of interest. In particular, the physical components of
interest reflected applications of large portions of the
material presented theoretically during the semester,
including2
:
• Differential calculus
• Newtonian Mechanics
• Programming and numerical simulation
Choosing a particular sequence of Rube Goldberg
steps allows exposure to all of these components,
while at the same time providing a free-form design
environment with a range of design variables that
can be custom tailored by the faculty to force an
exploration of the design space. The backbone for the
development of the design was the PTC Creo platform.
The project chosen here consisted of the following
steps:
• A ball is launched from a projectile launcher into a
cylindrical tube.
• The ball rolls down the tube and impacts a mini-car,
causing the car to start down a ramp.
• The mini-car impacts the handle of a hammer,
causing the hammer to pivot and fall, driving in a
nail.
This project introduces the simulation and
experimentation learning modes for the theoretical
material listed above, and stimulates development
of teamwork and time management skills (there
were teamwork components as well as specific
organizational tasks such as Gantt charts, and design
reviews).
The experimental component was introduced by
building the device designed by the students and
testing the performance predictions made at the end
of the project.
The CAD task:
Due to the prescribed materials to be used (PASCO
structures set) for the final construction of the ramp,
the CAD task was composed of two steps:
• Detailed modeling of all necessary components of
the structures hardware kit
• Apply the design process (supported by the
numerical performance simulations) to design the
optimum solution. This implies assembling the final
design (and any previous design variations) using
the pre-made PTC Creo parts3
.
2
These are the high level components; based on them, a series of learning
outcomes and performance indicators were defined to compose and assess
the project.
3
at this point, and due to the early stage of the students, no direct simulations
were carried out (these will be applied in subsequent applications).

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The final CAD deliverable was a full 3D model of the
ramp as designed by the students. This ramp was then
built and tested by each student to assess the quality
of the performance prediction.
Figure 4: Solid model of Pratt Truss.
This joint first semester project represents an
excellent example of the Theory - Simulation -
Experimentation approach by providing multiple
learning modes of mathematical and physical theory.
PTC Creo is learned and accepted as a valuable design
tool - this transition from “I need to learn a complex
tool” to “I am applying a familiar tool to help me in
my design task” was carried out smoothly with this
project-centered learning approach, and provides
the starting point for similar projects throughout the
student’s time at the BEP.
Figure 2: Solid model of assembled ramp and detail of run out.
Figure 3: Assembled ramp about to undergo testing.
Different length
connector beams
(family table used to
create family of beams)
Half round connector
Full round connector
Figure 1: Example: solid models of different PASCO structures
kit components to be used in ramp construction.

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© 2013, PTC Inc. (PTC). All rights reserved. Information described herein is
furnished for informational use only, is subject to change without notice, and
should not be taken as a guarantee, commitment, condition or offer by PTC.
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their respective owners. The timing of any product release, including any features
or functionality, is subject to change at PTC’s discretion.
J2325_Brunswick Engineering-WP-0613
Subsequent Semester Applications
PTC Creo continues to be applied as a design tool in
year one. In particular Engineering Studio 2 builds on
the already modeled structural components for the
Rube Goldberg ramp to design a truss bridge. This
(once again common) project has a lesser design
component and more of a computational one, as
the focus is to correctly predict the forces in each
truss (Pratt, Warren and Howe trusses are treated);
however the modeling of these bridges represents the
precursor step to applying PTC Creo Simulate, which
is an envisioned activity for semester 4.
Figure 5: Pratt truss undergoing load testing.
Summary and Conclusion
The use of PTC Creo as the solid modeling backbone of
the BEP’s integrated first and second year engineering
curriculum has been shown to be successful in year
one. The transition from learning a CAD tool to being
able to productively use a CAD tool was smooth
and quick, thanks to the extensive PTC University
Precision LMS possibilities for students, and due to
the rapid shift in focus (again, only possible due to the
PTC University Precision LMS tools) from “learning
mode” to “application mode”. Student satisfaction with
this hands-on approach is very high.
Having established a successful baseline for CAD
instruction in an integrated environment, the second
year will offer opportunities to revisit the pedagogy
of learning CAD by extending the flipped classroom
model, and also open simulation opportunities for
second year students.