Integration of Estralandias in CDIO II projects: towards the development of scalable prototypes in the electronic engineering program at Universidad del Quindío

Abstract

The CDIO II Project course is a key experience in the training of electronic engineers at Universidad del Quindío, aligned with the CDIO (Conceive, Design, Implement, Operate) framework. Its objective is to bridge theoretical knowledge with practical applications for real-world problem-solving, enabling students to develop functional and scalable prototypes.
This course integrates innovative tools such as Estralandias, didactic games that facilitate system simulation and representation. These tools allow students to visualize component interactions, identify design flaws, and make adjustments in the early stages of development, saving time and resources, enhancing system behavior comprehension, and fostering informed decision-making (Dym & Little, 2002).

One of the highlighted projects involves the development of an automated system for the transportation and measurement of parchment coffee, where Estralandias were used to simulate the flow of coffee beans and optimize control points. This simulation enabled the detection of calibration errors in the weighing system and flaws in the transportation routing, allowing for design improvements prior to physical implementation. As a result, a functional and efficient prototype was developed, aligned with established technical regulations (Ulrich & Eppinger, 2012).

Other projects incorporating Estralandias include the design of a vehicle counter for Gate No. 4 at Universidad del Quindío and a feed dispenser for pigs at the Bengala Farm. In both cases, the tool facilitated scaled dimensioning of the final product, optimized sensor placement, and evaluated system performance before physical implementation. The simulation allowed for testing under diverse operational conditions, leading to improvements in system accuracy and efficiency.

A key advantage of using Estralandias is their contribution to ensuring that prototypes are scalable and sustainable. Their ability to model various scenarios allows for the evaluation of how designs can adapt to higher demands or more complex environments. Additionally, the course methodology incorporates technical regulations and sustainability principles, fostering responsible solutions aligned with real industry needs (Pahl & Beitz, 2007).

The impact of innovative tools on the development of functional prototypes is evident in the course outcomes. Students not only apply technical knowledge but also develop critical skills for system analysis, optimization, and validation. The integration of Estralandias in the design process reinforces the importance of simulation in engineering, ensuring that projects are viable, efficient, and adaptable to different scenarios.