Connecting Machine Design Concepts via an Undergraduate Forensic Engineering Activity

Amanda Sterling

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Conference Session: MECH - Technical Session 11: Integration of Problem-Solving and Design Thinking
Tagged Division: Mechanical Engineering Division (MECH)
Permanent URL: https://peer.asee.org/47065

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Paper Authors

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Amanda Sterling Auburn University orcid.org/0000-0001-6308-932X

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Dr. Amanda Sterling is a mechanical engineer at Auburn University who specializes in engineering design, additive manufacturing, and biomechanics through research, teaching, and innovation. She has published articles on the microstructure and fatigue of additive metals, providing insights into advanced engineering materials. Her research leverages additive manufacturing to design corrective quadruped orthotics, blending art and mechanical design.

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Abstract

A typical Machine Design course covers a myriad of mechanical elements, each with a broad set of concepts, analytical methods, and best practices—which only become more complex when assembled into an operational mechanical system. Often, the class becomes compartmentalized to focus on one mechanical element at a time. While initially effective, allowing students to target their efforts and study habits, it can be detrimental if no strong connections are built between the different learning modules at the end of the class.

This paper presents a case-study of a unique and highly engaging undergraduate Forensic Engineering Learning Activity that can be adapted and fit into any junior-level Machine Design course schedule. For three lecture sessions, a mock factory station is erected in the style of popular escape rooms, simulating the scene of an equipment failure. Students complete an initial assessment of the equipment’s expected service based on a brief dossier. Small “investigation teams” are formed and granted timed access to explore the scene, collect clues, and note site safety violations. Next, students think critically about the circumstances, machinery, and human elements to compose an evidence-supported theory that identifies why the part failed and who is ultimately culpable. Findings are presented to the class, and the teams compete to convince the audience that their conclusion is correct. Instructions and recommendations for effective implementation of this learning module are provided in detail.

This activity emphasizes the critical course materials, creates connections with advanced industry topics through student-led discovery, and promotes creative problem solving. Diverse perspectives are shared between investigative team members. This case study will discuss how the activity encompassed the following skillsets: complex shaft fatigue analysis and applied failure theories, shaft features and stress concentrations, fatigue fracture surface analysis, corrosion effects, misalignment effects, manufacturing defects, motors, power, gear trains, shaft deflection, critical speed of shafts, graph and figure development, technical communication and professional presentation. This is an intensive, all-inclusive learning activity for which students have reported a great deal of enthusiasm and appreciation.

Forensic engineering classes are typically taught at the graduate level due to the multidisciplinary range of skills and knowledge. As such, it is uncommon for undergraduate students to have sufficient exposure to determine if forensic engineering is a personal area of interest. The engineering forensic investigation experience is a rare opportunity for undergraduate students to discover the oft-overlooked forensic engineering career path.

Student’s have expressed enthusiasm for the learning module through favorable feedback via anonymous end-of-semester reviews. Furthermore, the engineering forensic investigation activity supports ABET Student Outcomes 1 (an ability to identify, formulate, and solve complex engineering problems), 3 (an ability to communicate effectively), 4 (an ability to recognize ethical and professional responsibilities in engineering situations), 5 (an ability to function effectively on a team), 6 (an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions) and 7 (ability to acquire new knowledge).

Citation
Format

Sterling, A. (2024, June), Connecting Machine Design Concepts via an Undergraduate Forensic Engineering Activity Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/47065

TY  - CPAPER
AB  - A typical Machine Design course covers a myriad of mechanical elements, each with a broad set of concepts, analytical methods, and best practices—which only become more complex when assembled into an operational mechanical system.  Often, the class becomes compartmentalized to focus on one mechanical element at a time.  While initially effective, allowing students to target their efforts and study habits, it can be detrimental if no strong connections are built between the different learning modules at the end of the class.

This paper presents a case-study of a unique and highly engaging undergraduate Forensic Engineering Learning Activity that can be adapted and fit into any junior-level Machine Design course schedule.  For three lecture sessions, a mock factory station is erected in the style of popular escape rooms, simulating the scene of an equipment failure.  Students complete an initial assessment of the equipment’s expected service based on a brief dossier.  Small “investigation teams” are formed and granted timed access to explore the scene, collect clues, and note site safety violations.  Next, students think critically about the circumstances, machinery, and human elements to compose an evidence-supported theory that identifies why the part failed and who is ultimately culpable.  Findings are presented to the class, and the teams compete to convince the audience that their conclusion is correct.  Instructions and recommendations for effective implementation of this learning module are provided in detail.

This activity emphasizes the critical course materials, creates connections with advanced industry topics through student-led discovery, and promotes creative problem solving.  Diverse perspectives are shared between investigative team members.  This case study will discuss how the activity encompassed the following skillsets: complex shaft fatigue analysis and applied failure theories, shaft features and stress concentrations, fatigue fracture surface analysis, corrosion effects, misalignment effects, manufacturing defects, motors, power, gear trains, shaft deflection, critical speed of shafts, graph and figure development, technical communication and professional presentation.  This is an intensive, all-inclusive learning activity for which students have reported a great deal of enthusiasm and appreciation. 

Forensic engineering classes are typically taught at the graduate level due to the multidisciplinary range of skills and knowledge.  As such, it is uncommon for undergraduate students to have sufficient exposure to determine if forensic engineering is a personal area of interest. The engineering forensic investigation experience is a rare opportunity for undergraduate students to discover the oft-overlooked forensic engineering career path.

Student’s have expressed enthusiasm for the learning module through favorable feedback via anonymous end-of-semester reviews. Furthermore, the engineering forensic investigation activity supports ABET Student Outcomes 1 (an ability to identify, formulate, and solve complex engineering problems), 3 (an ability to communicate effectively), 4 (an ability to recognize ethical and professional responsibilities in engineering situations), 5 (an ability to function effectively on a team), 6 (an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions) and 7 (ability to acquire new knowledge). 
AU  - Amanda Sterling
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Connecting Machine Design Concepts via an Undergraduate Forensic Engineering Activity
UR  - https://peer.asee.org/47065
ER  -