First Application of Coiled Hose in Indonesia and First Deployment of Coiled Hose with Roller Boogies in the World to Access Highly Deviated Well

The paper is aimed to present the engineering design and execution of first application of coiled hose in Indonesia to perform nitrogen unload including its first deployment with roller boogies in the world to tackle the challenge of highly deviated well. The new well of XX-107 was completed with 2 (two) gravel pack zones and tubingless section. In order to produce the well from the gravel pack zones, completion fluid, which filled in the XX-107 well, should be displaced to ensure underbalance condition once the SSDs of those gravel pack zones were opened. After comparing several available methods, coiled hose was chosen to perform nitrogen unload due to its compact and lightweight nature in comparison to conventional coiled tubing. Coiled hose enabled seamless deployment right after the well was completed by the workover unit. Furthermore, the maximum deviation of 84 deg in XX-107 well provided additional challenge to access the well since coiled hose was gravity feed. Several simulations were performed and they resulted in the utilization of roller boogies to minimize friction during RIH and increase the reach of coiled hose in this well. As a result, this operation achieved its main objective of displacing the completion fluid out of the well and created underbalance condition in front of the gravel pack zones. Although the efficiency was only 67.5%, it managed to create 1071 psi of underbalance value and consequently the well flowed at 8 MMscfd. Its lightweight nature was like electricline unit and it consumed less space on the upper deck of the platform. Moreover, the deployment and setup process was performed offline which optimized the operating time event further. The cumulative operating time was only 13 hours including demobilization process while in terms of logistic coiled hose only required 1 trip whereas coiled tubing unit required at least 3 trips. Lastly, this operation requires only 10 personnel for 24-hr operation in comparison to 15 coiled tubing personnel which meant, in this Covid-19 pandemic, provided less risky solution. Copyright © 2022, Offshore Technology Conference.

Developing Gamification Strategies for International, Interdisciplinary, Team-Based Online Courses in Engineering Design

Student motivation is a highly relevant topic, especially since the increased implementation of online courses during the Corona pandemic. The concept of gamification offers a modern approach to the strategic design of courses, among others, concerning the optimal motivation of participants. Based on a case study of the international, interdisciplinary online course of the International Design and Engineering Education Association (IDEEA) and the subsequent evaluation with modern digital simulation tools, this research shows how gamification strategies can be sustainably integrated into digital courses to strengthen the motivation and participation of students. The results show a fundamental consistency between the case study and the newly developed simulation model and will therefore be transferred into a process for the general application of gamification in courses for teaching staff at universities. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Editorial

The Italian Association for Stress Analysis (AIAS) was founded in 1971 by researchers from academia, research centers, and industry. AIAS was intended as a community where to discuss, share, and develop scientific knowledge related to all technical aspects of stress analysis. In the years, from an initial focus on experimental techniques, AIAS contributed considerably to the development of modern numerical methods and computational techniques for mechanical engineering design. In 2015, AIAS turned in the Italian Scientific Society of Mechanical Engineering Design.Today, AIAS is an institutional partner that supports the instances from academia in the subject area of mechanical engineering design. Every year, AIAS organizes a technical conference offering the possibility to present research updates, share new ideas, and foster collaborations. The AIAS conference has become a fundamental event for all those interested in current developments in mechanical engineering design and stress analysis, where to meet researchers, testing equipment, and software developers.The 51st AIAS Conference edition was held in Padova, Italy again in presence after two years of online-only events due to the COVID-19 pandemic.The response of researchers and students has been outstanding: over 200 oral contributions have been presented during the three days of the conference, with four parallel sessions. In addition to the thematic sessions on AIAS traditional subjects, special sessions on additive manufacturing, energy methods for structural analysis, circular design in mechanical engineering, and mechanical behavior under extreme conditions, have been successfully organized with the contribution of the AIAS technical committees.Among all contributions presented at the conference, 48 have been selected to be published after peer review, in this volume. This was made possible thanks to the active participation of all AIAS members, to the work of the AIAS Scientific Committee and Conference Papers Review panel (Profs Giovanni Meneghetti, AIAS Scientific Coordinator, Luciano Afferrante, Francesco Bucchi, Filippo Cianetti, Enrico Armentani, Marco Sasso). Their outstanding contribution is gratefully acknowledged.DisclaimerAIAS2022 Conference was held in presence on Sept. 7-10, 2022. Presentations were arranged in four parallel sessions with a time slot of 15 min assigned to each presenter. Approximately 250 participants attended the conference during the three days event. All sessions have been continuously monitored by the organizers to provide technical support. The conference ran smoothly, and the participants' feedback was very positive.

Secondary science teachers' lived experiences planning and teaching lessons that integrate NGSS engineering design practices

The most recent science education reform, the Next Generation Science Standards (NGSS), strongly advocates for teaching engineering concepts and practices (NGSS Lead States, 2013). The purpose of this qualitative phenomenological study was to explore and analyze secondary science teachers' lived experiences while planning and teaching lessons that integrate NGSS practices for engineering design in a southwest Chicago suburban high school. Theories about teacher's conceptions of the nature of engineering and STEM integrated learning, engineering teaching self-efficacy, and effective professional learning for teaching engineering were used as interpretive lenses for developing themes during part of the data analysis. Exploration of science teachers' lived experiences planning and teaching lessons that integrate NGSS practices for engineering design in the present study utilized data collected and analyzed from audio recorded and transcribed interviews prior to and after teaching an engineering lesson. Engineering lesson artifacts (such as lesson plans, handouts, samples of student work) and teacher reflective journals were also collected and used to clarify and/or corroborate themes generated through analysis of the interviews. One unique feature of this study was that data collection occurred before and during the Covid-19 pandemic restrictions on educational settings. The study found that teachers were most successful implementing a lesson that integrates the engineering design process when they took into consideration the specific students engaging with the lesson and the context in which the lesson was taught. Building on this, teachers' experiences were also affected by their beliefs about engineering, their perceived strengths as a secondary classroom science teacher, and the barriers and obstacles they perceived they faced in introducing a curriculum that integrates engineering design. At the same time, the study revealed that teachers felt they lacked the necessary support in terms of professional development, time for ongoing collaboration with colleagues to develop and refine engineering curriculum, and overall feedback on their efforts. Additionally, the barriers and challenges experienced by each teacher were associated with students' beliefs and attitudes toward learning to engineer, as well as external factors like assessing engineering learning and Covid-19 restrictions for educational settings. The science teachers in the current study demonstrated high individual and collective self-efficacy as each teacher worked alone and in collaboration with colleagues to actively encourage students' conceptual understanding of science through engagement in NGSS engineering design practices. Still, each teacher did experience barriers and challenges with fostering student science learning during the lesson. School leaders can use these findings to support teachers' engineering instruction and thereby support students across their institutions to meet the vision of the Next Generation Science Standards for science learning in the secondary science classroom. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Self-efficacy in engineering design through peer review, self-review, and interactive online tutorials

Self-regulated learning is a key attribute in tertiary engineering education, and forms the basis of engineering judgement. The experience of remote learning during the COVID-19 era revealed particular challenges in self-regulated student learning practices, but also resulted in a number of systemic, technology-based interventions to enable improved student learning. Drawing on a 3rd-year electronic design course case study at a contact-based engineering faculty in South Africa, this paper presents an approach to bridging the gap between student perceptions and their actual assessment performance during independent, remote learning. Using scaffolded reflective and peer learning strategies, the research team sought to answer the question: What is the impact on self-efficacy of frequent self- and peer-assessment opportunities across a range of project-based learning tasks? Results were analysed using Bandura's four self-efficacy 'mastery' and experiential domains, and indicate an improvement in alignment between perceptions and actual performance. We suggest that a well-designed, scaffolded set of assignments with reflective and peer-learning opportunities can contribute significantly to the development of student confidence and mastery. © 2022 IEEE.

Driving innovation through project based learning: A pre-university STEAM for Social Good initiative

The Covid pandemic is a clarion call for increased sensitivity to the interconnected nature of social problems facing our world today. A future-oriented education on critical issues, such as those outlined in the United Nations Sustainable Development Goals (UN SDGs) and designing potential solutions for such problems is an imperative skill that must be imparted to children to help them navigate their future in today's unpredictable world. Towards this goal, we have been conducting 3.5 month-long mentoring sessions for pre-university students in India to participate in a STEAM for Social Good innovation challenge conducted annually by the Government of India. Using digital and physical computing skills, we helped children explore creative solutions for social problems through a constructionist approach to learning, wherein they ideated and reflected upon the problems in their communities. The children learnt the Engineering Design Thinking process and worked in online groups of two or three, from concept to completion. Despite the constraints posed by the pandemic, they explored creative ways to think about design and innovation. They completed a variety of tasks by making, tinkering, engineering, assembling, and programming to grasp the intricate relationship between software and hardware. Subsequently, the children showcased their creative abilities through video storytelling to a panel of domain experts. In this paper, we present the children's perspective of their experiences through this journey, the evaluation metrics based on IEEE design principles, and our learnings from conducting this initiative as a university-school partnership model for 84 middle and high school students. The aspirational intent of this initiative is to make the children better social problem solvers and help them perceive social problems as opportunities to enhance life for themselves and their communities. © 2022 IEEE.

Secondary science teachers' lived experiences planning and teaching lessons that integrate NGSS engineering design practices

The most recent science education reform, the Next Generation Science Standards (NGSS), strongly advocates for teaching engineering concepts and practices (NGSS Lead States, 2013). The purpose of this qualitative phenomenological study was to explore and analyze secondary science teachers' lived experiences while planning and teaching lessons that integrate NGSS practices for engineering design in a southwest Chicago suburban high school. Theories about teacher's conceptions of the nature of engineering and STEM integrated learning, engineering teaching self-efficacy, and effective professional learning for teaching engineering were used as interpretive lenses for developing themes during part of the data analysis. Exploration of science teachers' lived experiences planning and teaching lessons that integrate NGSS practices for engineering design in the present study utilized data collected and analyzed from audio recorded and transcribed interviews prior to and after teaching an engineering lesson. Engineering lesson artifacts (such as lesson plans, handouts, samples of student work) and teacher reflective journals were also collected and used to clarify and/or corroborate themes generated through analysis of the interviews. One unique feature of this study was that data collection occurred before and during the Covid-19 pandemic restrictions on educational settings. The study found that teachers were most successful implementing a lesson that integrates the engineering design process when they took into consideration the specific students engaging with the lesson and the context in which the lesson was taught. Building on this, teachers' experiences were also affected by their beliefs about engineering, their perceived strengths as a secondary classroom science teacher, and the barriers and obstacles they perceived they faced in introducing a curriculum that integrates engineering design. At the same time, the study revealed that teachers felt they lacked the necessary support in terms of professional development, time for ongoing collaboration with colleagues to develop and refine engineering curriculum, and overall feedback on their efforts. Additionally, the barriers and challenges experienced by each teacher were associated with students' beliefs and attitudes toward learning to engineer, as well as external factors like assessing engineering learning and Covid-19 restrictions for educational settings. The science teachers in the current study demonstrated high individual and collective self-efficacy as each teacher worked alone and in collaboration with colleagues to actively encourage students' conceptual understanding of science through engagement in NGSS engineering design practices. Still, each teacher did experience barriers and challenges with fostering student science learning during the lesson. School leaders can use these findings to support teachers' engineering instruction and thereby support students across their institutions to meet the vision of the Next Generation Science Standards for science learning in the secondary science classroom. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Pocket-Sized Portable Labs: Control Engineering Practice Made Easy in Covid-19 Pandemic Times

New pocket-sized laboratories are proving to be an excellent tool as complementary equipment that students and lecturers can deploy to test control engineering design techniques. Here, the description and outcome results of an IFAC activity funded project entitled as Pocket-Sized Portable Labs: Control Engineering Practice Made Easy are presented. The project was executed in Portugal, from January 2021 to the end of June 2021, during the SARS-CoV2 pandemic. The global aim of this project was to motivate preuniversity students to enroll in control engineering courses by showing and demonstrating that simple practical experiments may be easily accomplished using portable pocket-size laboratories. © 2022 The Authors.

How Can We Make This Work? First Year Engineering Design Team Development in Virtual vs. In-Person Environments

This Evidence-Based Practice paper contains a study about the similarities and differences in team development among first-year engineering students during an introductory design course at a major university in the eastern United States. The study contained ten teams that operated in a totally online environment in Spring 2021, due to COVID-19 restrictions, and ten teams that operated in person in Spring 2022. All teams consisted of students in their second semester of college. © 2022 First-Year Engineering Experience, FYEE 2022. All rights reserved.

Doing Design Differently: Hybrid Teaching in the age of Covid-19

Somewhat uniquely, in our department, we teach a version of engineering design to each of 4 year groups registered for the M.Eng (masters in engineering) in chemical engineering. These design projects culminate with a final-year group design, but students are introduced to group design in their second week of their first year of study. The first-year design project deliverables are assessed, but equally the design project serves as an opportunity for students to get to know one another through organised group work and serves as an introduction to the concept of design in a chemical engineering context. The first-year design project has traditionally been taught face-to-face (F2F), with the design project taught in 2 cohorts of ~75 students to accommodate the students enrolled in the first year of the programme (approximately 150-160 in total). Lockdown restrictions last year due to the COVID-19 pandemic (COVID) meant that the design project was redesigned as a remote teaching model which was delivered very successfully using Microsoft TEAMS. This academic year, some restrictions have lifted and as a result of which a hybrid model for teaching the first-year design project has been adopted. In this paper, this hybrid model of teaching is discussed along with the challenges faced in designing and delivering it. For example, one of the main challenges we faced was how to keep students and staff safe when they were on campus, which was not a concern pre-pandemic. Important decisions have been made about how to vary assessment measures [1] for example by having students give a pre-recorded, non-assessed group presentation, and to then use the constructive feedback to prepare a live, assessed, group presentation. Similarly, we were obliged to re-consider how best to support peer-to-peer collaboration [2] with students being set collective goals, and meeting face-to-face on a group rotational basis once a week with contribution and attendance being periodically monitored. Furthermore, students were encouraged to make use of sanitised study space in the department, and to actively converse through TEAMS as and when appropriate. Additionally, challenges arose with managing academic support effectively with most of the support offered face-to-face through team teaching in blocks. Other challenges faced included ensuring the available teaching space could be kept safe [3], and that time could be managed effectively. The disadvantages and benefits of adopting a hybrid model of teaching are explored from both staff and student viewpoints, by critically reflecting on student evaluations for the module and the perceptions of staff retrospectively. © American Society for Engineering Education, 2022

Features of Continuity and Change through COVID-19 in an Undergraduate Engineering Program

How does online learning at a residential college impact community building? During the Covid-19 pandemic, qualitative focus group interview data were collected at a large mid-Atlantic university with each undergraduate engineering student cohort. Students adapted relationships with peers and professors to respond to the ongoing dynamic conditions of collegiate and regional Covid-19 requirements and experiences. This qualitative research study investigates the impact of Covid-19 restrictions on the community and relational aspects of an undergraduate making and engineering design centered engineering program in the United States. The qualitative data illustrate trends in inner-cohort relationships, qualities of the engineering department, and how students developed and maintained relationships throughout the pandemic. This paper offers implications and strategies for building and maintaining community in learning environments that are experiencing rapid and dynamic shifts. The themes and patterns can provide unique insight into the aspects of community important to students' lived experiences during the portion of the pandemic when online and hybrid learning were most prevalent. © American Society for Engineering Education, 2022

Decreasing Student Stress Through Multi-Attempt Digital Engineering Assessments with Rotating Questions

This paper will discuss building multi-attempt quizzes and exams that use the Canvas Learning Management System (LMS) to deliver engineering assessments designed to lower overall student stress and anxiety. These assessments use practice-focused questions that force students to build programs (C++ and Matlab), draft engineering drawings (AutoCAD and Solidworks), and apply engineering design, ethics, and intellectual property concepts to solve open-response questions. Each time a student takes the assessment, the questions shift randomly within topical areas facilitated by question banks that rotate among questions of similar difficulty for each new attempt. Each assessment is composed of 1-5 question banks to ensure all topics were covered throughout the various assessments. In total, 17 assessments used this framework across two fall semesters and one spring semester in the 2020 and 2021 school years. Over the course of 10 unique assessments and 3 semesters, 54.7% of students used more than one attempt on each quiz or exam when averaged across all assessments in the study. Using LMS analytics and open-ended questions administered through an end-of-term student survey, 86.2% of students reported positive experiences regarding the assessment methods, 51.2% of students reported decreased anxiety, and 22.6% of students appreciated the greater flexibility provided by the assessments. From this data, multi-attempt assessments had a positive impact on students' wellbeing in three semesters that were particularly challenging due to the COVID-19 pandemic. © American Society for Engineering Education, 2022.

Preparing Rural Middle School Teachers to Implement an Engineering Design Elective Course: A Just-In-Time Professional Development Approach

This paper presents the experiences of two STEM outreach specialists as they prepared two rural middle school teachers with limited STEM backgrounds to implement a 3-part grade level specific engineering design elective course at their schools. This work is part of an Innovative Experiences for Teachers and Students (ITEST) project designed to provide community-based engineering design experiences for underrepresented middle school students (grades 6-8) from rural N.C. The course engages students in authentic STEM design experiences situated in the advanced manufacturing industry in an effort to improve their STEM content knowledge and career awareness and their self-efficacy, identity and interest in STEM careers, particularly engineering. The outreach specialists experienced a number of challenges as they worked with the teachers, many of which were exacerbated by the on-going pandemic. In response to social distancing requirements imposed by COVID-19, the specialists adopted a just-in-time (JIT) approach to teacher professional development (PD) where the content, pace, and scheduling of PD sessions were based on each individual teacher's prior content knowledge, comfort level and work schedule. This paper focuses on the process of skill preparation of the middle school teachers in the execution of the 6th grade course in the 2020-21 school year. Additional aspects to be discussed include a sampling of best practices, an overview of lessons learned and implementation strategies during the second iteration of the 6th grade course and the first implementation of the 7th grade course during the 2021-22 school year. © American Society for Engineering Education, 2022.

Functional Modeling-Based Digital Twin Architecture Representation: An Instructional Example of a COVID-19 Breathalyzer Kiosk

This article presents and illustrates a functional modeling-based representation of digital twinning (DT) architectures. We provide a detailed review of the existing architectures and frameworks intended for use on product digital twins. We identified gaps in the prior work on architectures and frameworks for DT of products, product families, and systems. We identified a need for robust representation schemes that enable product-specific synthesis and analysis of DTs, which the existing DT architecture representations do not offer. We integrated the efforts of the researchers on DT architectures in our functional modeling-based architecture representation approach. We included selected attributes of each reviewed framework and addressed the identified gaps through our functional modeling-based DT architecture representation. The proposed architecture representation approach opens up new avenues of research and can potentially help improve the design process for product DT. This paper illustrates our approach through an instructional example of a COVID-19 testing breathalyzer kiosk designed as a rapid response to the COVID-19 pandemic.

Design of 3D-Printed Electronic Fiber Optic Sensor to Detect Rhodamine B Reagent: An Initiation to Potential Virus Detection.

A fluorescence device based on ultraviolet light is proposed in this paper, which currently stands at the design stage with the eventual aim to potentially detect virus/antibody fluorescence reactions. The designed device is proposed to have the characteristics of high reflectivity, low power consumption, wide spectrum of light source, and proper silver coating. For fabrication and raising product quality, 3D printing technology and a sputtering test will be used. In this connection, this paper firstly introduces the design sources; then, the ideas of inventing fluorescence detection devices based on ultraviolet light, followed by the data analysis as well as discussing the results of computer simulations. The design process, materials, methods, and experiments are demonstrated following the reality work procedure. Instead of directly using a virus or antibodies for the experiment, at the current design stage, we focus on using this device to detect the rhodamine B reagent. Experiment shows that this reagent can be successfully detected. With this achievement, we logically believe that such type of an ultraviolet optical sensor, with further development and testing, may have the possible value to detect a single virus such as COVID-19, as well as other viruses or small molecules. Though there is long way to go to achieve such a goal, future works experimenting with the detection device on real virus or antibodies can take place more efficiently with a good foundation.

A team-oriented course development experience in distance education for multidisciplinary engineering design

Based on the multidisciplinary needs of today's complex and innovative technology, accreditation bodies of engineering demand proof of multidisciplinary teamwork in undergraduate engineering curricula. This article reports the design and conduct of a Multidisciplinary Engineering Design (MED) course initiated as a result of accreditation process requirements. The course, which consists of multidisciplinary lectures, practice sessions, and various phases of a multidisciplinary team project, was conducted online because of the COVID-19 pandemic by a multidisciplinary team of instructors using multiple software tools to enhance collaboration. In general, the course outcomes were satisfied under the current design, and several points for further improvement and elaboration were collected via quantitative and qualitative evaluations. Accordingly, the results show that the project-based and team-based MED course, in terms of multidisciplinary course management and its outcomes, can benefit from the use of software tools in creating a multidisciplinary team in distance education by means of enhanced cooperation and motivation among the participants. © 2022 Wiley Periodicals LLC.

Online learning during COVID-19 pandemic as perceived by the students of Graphic engineering and design

In this work we wanted to determine how students of Graphic engineering and design perceived online learning a year after the transition from traditional to online classes. The goal was to better understand problems, challenges, and good sides of online learning in this study field, and determine factors that impede knowledge transfer. The students' responses were collected via an anonymous online survey, which consisted of a series of questions that covered: conditions in which online classes are attended, communication channels, problems and how they are dealt with, understanding and motivation. The biggest challenges for our students were to sustain their attention and concentration during classes despite the distractors in their environments, and to keep their motivation despite the lack of direct interaction, social isolation, and too much computer time. Their technological and digital literacy were of great use in adapting to the online platforms and applications, as well as in solving technical problems that prevented them from following the classes. Even though online courses allow students to be more flexible and potentially combine work and study, most of our students do not think that their attendance and engagement in the studies increased in the last period. It is also undisputed that our students were dealing with a lot of stress and anxiety and that their emotional state highly influenced their perception of online learning. Hence, we firmly believe that apart from making online courses more engaging and interactive, it is of utmost importance to find a proper way to motivate and psychologically support students in the online learning environment, especially in times that require a high degree of resilience. [ FROM AUTHOR] Copyright of Journal of Graphic Engineering & Design (JGED) is the property of Journal of Graphic Engineering & Design (JGED) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Flexible design of Park-and-Ride facility in the city center proximity

The problem of the proper functioning of Park-and-Ride facilities seems to be of key importance for ensuring appropriate transport in cities in which the intensity of road traffic is systematically increasing, together with the increase of environmental pollution (air pollution, noise etc.). The attractiveness of a car park of this kind seems obvious – instead of a burdensome journey in one’s own car, one changes the vehicle to fast municipal public transport or another means of transport (a bike, a scooter), or reaches the destination on foot. This results in benefits – above all in terms of comfort (shortening the time of the journey), health advantages etc. As has been proven by experiments, facilities of this kind are an expensive investment, the location of which (e.g. stand-alone) does not always ensure full utilization. The concept presented in the article assumes the possibility of a gradual extension of the multistorey car park following the increase of the demand. The article attempted to demonstrate that one of the sources of increasing attractiveness is the appropriate location (guaranteeing easy commute to the car park), the possibilities to continue the journey in an attractive way, then increasing the attractiveness through the possibility to use various services (shopping, the gym, the swimming pool, cinema, restaurants) and thirdly: the plan of launching the car park and its utilization in the life cycle should ensure the possibility of flexible reacting to changes of the demand (the experiences of the ongoing pandemic indicate that there is no guarantee of ensuring systematic demand increase). An element which also seems significant is the limitation of costs in the initial stage of investments of this kind with the possibility of gradual extension following the change of user habits.

Pre-Engineered Standardized Turbomachinery Solutions: A Strategic Approach to Lean Project Management

Effective project management plays a crucial role to the success of organizations via resilient execution of activities, in terms of performance and efficiency. Due to the recent market dynamics and its associated uncertainties, affecting several segments in the oil and gas (O&G) industry, utilization of innovative contracting schemes such as Front End Engineering Design (FEED) competition, and value engineered products are becoming of great importance to achieve the project's goals optimally. This paper discusses the competitiveness and strategic benefits of employing the vendor's pre-engineered and standardized turbomachinery equipment/solutions, to meet the required functionality while maintaining the highest levels of quality and safety. Several project management concepts and tools were employed, such as SWOT analysis, to discuss the benefits of supplying vendor's pre-engineered high value and long-lead turbomachinery equipment within projects, as a cost-effective solution, in place of customized products. A Requirements-to-Implementation Mapping (RIM) exercise was also carried out to benchmark the pre-engineered solutions with the industry practices while considering the packaging requirements from well-known international and national oil companies. This paper also presents success stories of implementing pre-engineered solutions that strongly contributed in improving the management of projects from engineering to operational phase. This study works in line with the recent O&G operators' initiatives in promoting agile approach to mitigate the forces that are impacting the industry and in turn the economy, such as COVID-19 pandemic. The study analysis, employing semi-quantitative approach, revealed that the pre-engineered solution brings to customers an improved value proposition in terms of cost, delivery, quality, safety, and aftermarket support, which contributes greatly in minimizing gold plating to achieve leaner projects. Standardized equipment is also found to be effective in minimizing the risks associated with changes and therefore improving the control on project constraints as well as simplifying the purchasing management of strategic equipment. In this respect, the use of standardization and pre-engineered activities could lead to a reduction of lead time up to 30%. The reliability of the standardized equipment will also be increased due to the proven frozen designs which have been repeatedly manufactured, tested, and supplied and therefore ensures successful and seamless project close-out. The proposed approach of mixing pre-engineered commodities to customized and configurable features based on site conditions provides the proper flexibility required by O&G industry while, simultaneously, maximizing the benefits of standardization. The strategic benefits of pre-engineered turbomachinery packages in the context of project management and supply chain process is not well recognized. This study explains these benefits to increase the customer's confidence level in utilizing this approach and benefit from its values, especially during the changing dynamics of the O&G industry. © Copyright 2021, Society of Petroleum Engineers

Web-Based Engineering Design Activity in Biology: An Assessment on the Demonstration of Higher-Order Thinking Skills

Senior High School (SHS) STEM curriculum in the Philippines is on its infancy stages which lacks technology-related and engineering-oriented courses. Along with the challenges in education sector brought by the COVID-19 pandemic and ineffective teaching of 21st century higher-order thinking skills in a Philippine setting, this study aims to utilize an engineering design activity to introduce engineering principles using technological tools and assess the presence or absence of higher-order thinking skills in the design solutions using an engineering design rubric. A design activity was developed by the researcher. The average and total scores of each group as evaluated by the subject teacher, students and researcher using the engineering design rubric to measure the demonstration of higher-order thinking skills in the outputs were analyzed. Based on the components assessed, problem-solving skills and critical thinking were demonstrated on the design solutions at competent and sophisticated level of performance. This shows that incorporating collaborative engineering design activities in an online setting allow the students to exhibit higher-order thinking skills. © 2021 29th International Conference on Computers in Education Conference, ICCE 2021 - Proceedings. All rights reserved