Conference Session

Undergraduate Research and a Force and Moment Lab

Collection

2017 ASEE Annual Conference & Exposition

Authors

Robert J. Prins, James Madison University

Tagged Divisions

Mechanical Engineering

demonstrates theconnections of three members of a generic bolt cutter and includes the external forces due to theoperator (F) and the reaction force at the rod being cut (H). Furthermore, figure 2 establishes acoordinate system that will be common to the free body diagrams of each individual memberanalyzed. Figure 2: Bolt cutter members and external forces Part one of an appropriate student solution would include similar information as shown infigure 2 as well as dimensions to locate the pins and external forces. Students are required toprovide free body diagrams and equilibrium equations to represent their bolt cutter in support oftheir force amplification solution. Free body diagrams of the members AC, HAB, and BEF andtheir

Conference Session

Teams, Capstone Courses, and Project Based-Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Julian Ly Davis, University of Southern Indiana; Natasha Smith P.E., University of Southern Indiana; Michael McLeod, Accuride Corporation

Tagged Divisions

Mechanical Engineering

Paper ID #18933Collaborating with Industry Partner within an Undergraduate Finite Ele-ment CourseDr. Julian Ly Davis, University of Southern Indiana Jul is an Associate Professor of Engineering at the University of Southern Indiana (USI). He received his Ph.D. from Virginia Tech in Engineering Mechanics in 2007. He spent a semester teaching at community college in the area and then spent two years at University of Massachusetts continuing his research in finite element modeling and biomechanics and continuing to teach. He has been at USI since 2010.Dr. Natasha Smith P.E., University of Southern Indiana Dr. Smith is an

Conference Session

Thermodynamics, Fluids and Heat Transfer I

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sarah A. Roller, University of Alabama, Huntsville; Francis Christopher Wessling, University of Alabama, Huntsville

Tagged Divisions

Mechanical Engineering

of the course for the next iteration. Plan   • Planning/Redesigning  lessons  and  course   structure   Apply   Teach   • How  can  I  use  what  I  have  learned  to   • Implementa6on  of  the  course   improve  the    the  next  itera6on  of  the   • Includes  reflec%on-­‐in-­‐ac%on  (reflec6on   course

Conference Session

Materials, Manufacturing, and Machine Component Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

Robert Scott Pierce P.E., Western Carolina University; Wesley L. Stone, Western Carolina University; Sudhir Kaul, Western Carolina University

Tagged Divisions

Mechanical Engineering

(Figure 1). The first few weeks of the lecture course are concernedwith a review of stress analysis under mixed loading conditions and column buckling. This isfollowed by the development of static failure criteria. In the lab, students apply techniques forpredicting failure to the design and analysis of the cable support poles and the chair or gondola.The lecture course then launches into a multi-week study of high-cycle fatigue. This study offatigue is concluded just as students are moving to the design of the lift drive system in the lab.This requires them to perform fatigue analysis of drive components. Students also study theprinciples of operation of AC motors and learn to select commercially-produced gear reducers aspart of the drive system

Conference Session

Undergraduate Research and a Force and Moment Lab

Collection

2017 ASEE Annual Conference & Exposition

Authors

Timothy A. Doughty, University of Portland; Heather Dillon, University of Portland; Ken Lulay P.E., University of Portland; Karen Elizabeth Eifler, University of Portland; Zoë Yi Yin Hensler, University of Portland

Tagged Divisions

Mechanical Engineering

, and T. A. Doughty, “Building Inclusive Undergraduate Project Teams,” in American Society of Mechanical Engineers International Mechanical Engineering Conference, 2016, p. IMECE2016-65988.[5] K. Walczak, C. Finelli, M. Holsapple, J. Sutkus, T. Harding, and D. Carpenter, “Institutional Obstacles to Integrating Ethics into the Curriculum and Strategies for Overcoming Them,” in American Society for Engineering Education Annual Conference, 2010, p. AC 2010-1506.[6] S. T. Fleischmann, “Essential ethics — embedding ethics into an engineering curriculum,” Sci. Eng. Ethics, vol. 10, no. 2, pp. 369–381, Jun. 2004. 11[7] A. Colby and W. M. Sullivan, “Ethics Teaching in