law of motion for a control mass to the momentum equation for a controlvolume. That equation is restricted to steady (or mean-steady) flow (although it is applied to theperiodic shedding of vortices in reference 2) and to fixed, nondeforming control volumes. Asnoted in Table 1, a similarly restricted form of the energy equation was also derived. Theseequations were systematically applied in Prandtl and Tietjens2, 3 to ten problems includingcalculating the force on bends and vanes and the drag on various objects. Although historicallysignificant, the present author finds that these analyses are sometimes difficult to follow. To citeone instance, the control volume shown in Figure 173 of reference 2 does not expose the forcebeing solved for. In
world news. More specifically, if contemporary issues pertain to thediscipline of engineering, students will do little to maintain their knowledge apart from what isdiscussed in the classroom context. In reality, this topic must be more intentionally interjectedinto the curriculum to show application of engineering principles.Two categories of courses come to mind that should adequately support “soft” outcomes. Onesuch course would be a senior capstone design course. Berg and Nasr discuss such a course.1 Itis true that the capstone design course should be the pinnacle of an engineering program, wherestudents are able to integrate all aspects of their education into a challenging project. It is anatural place to discuss topics in the
Meshing CAD Geometry 4h 1h 1h Surface Clean-up 2h Volume Meshing Post-processing • • 8h CFD Solution Fig. 1 An application of CFD in industrial design process16.Commercial CFD software STAR-CCM+STAR-CCM+ is a new product from CD-adapco, the same company which developed
, and consequences of three vs.four credit hours. One university has a four credit hour thermodynamics and a three credit hourfluid mechanics, while the other university has exactly the opposite. Through student surveys,course objectives/outcomes, course syllabi, instructors’ experiences, and average grades,conclusions are drawn on the effects of course length. Other issues are examined such aschallenges facing instructors who have previously taught a four credit hour course that now mustcover the same material within a three credit hour allotment. Finally recommendations are givenfor instructors that are allotted less than desirable credit hours.1. IntroductionEach undergraduate Bachelor of Science Mechanical Engineering program in the United
team of juniorsis composed. This means that the only persons who continuously are involved in the FS-projectare the faculty advisor and the supervising experts, Figure 1. To be successful in the very shorttime for planning, engineering, manufacturing, testing and preparing for the contest, the studentsmust develop special knowledge transfer methods. Page 13.1040.3From the kick-off meeting to the winner's rostrumIn the second phase of MS-PBL the students have to use not only a broad spectrum of technicalknowledge and engineering tools, they are also able to apply the trained capabilities andexperiences colleted in the first phase of MS-PBL1,2.The
endeavorsin the Heating, Ventilation, Air Conditioning and Refrigeration (HVAC&R) disciplines. 1, 2, 3In 2005, ME seniors and their faculty advisor in the ME Senior Lab I course at WesternKentucky University submitted a proposal to the ASHRAE Undergraduate Senior Project GrantProgram, requesting funds to design, build and test (DBT) a Centrifugal Pump DemonstrationSystem. The proposal was selected by ASHRAE as one of the projects to be funded for the 2006– 2007 academic year.The stated scope of the project was to design, build and test (DBT) an educational demonstrationor instructional unit to allow undergraduate students to evaluate the behavior of centrifugalpumps in a variety of operating conditions. The unit was to be used to complement an
effective and was well received by the participants.1. IntroductionActive learning approaches improve students’ overall understanding1. There is considerableliterature that addresses the advantages of using hands-on experiences in engineering and STEMcurricula2-17. Although the importance of active learning activities is well recognized, few ready-to-use activities are currently available for a given subject or topic. In addition, little formalguidance as a systematic approach for their development exists18. The paper first presents thePHLIpS Method (Producing Hands-on Learning to InsPire Students)19 for the creation of activelearning products (ALPs). The paper next focuses on validating and evaluating the PHLIpSMethod with a controlled experiment
place the object’s contactarea with the table must partially overlap its initial contact area with the table. The devicemust weigh less than ten pounds (lighter devices preferred), and be initially deployedfrom a six-sided container of volume less than 8.00 cubic feet (smaller containerspreferred). Specifically, the goal is to maximize the figure of merit, FM, defined as FM = 2 (5 - |20 / u~+ + (8 /"f+"-"*32"/"o+ + 10 h + 10 swhere u""is"the total run time in seconds; f is the volume (in cubic feet) of the container (actually the cube of its longest edge dimension); if the volume is less than 1.00 cubic foot, set f=1; o is the mass of the device in pounds; if the mass is less than one pound, set o=1; h is the weight
have approximately 15% of all students spend asemester in a foreign country. The emphasis equates to approximately 150 students studyingabroad per year.1 The greatest percentage of these students come from the Department of ForeignLanguage, not from the Department of Civil and Mechanical Engineering (CME). As a part ofthe USMA curriculum, all students not enrolled in an engineering major are required to take a 3-course core engineering sequence. This core sequence can be in a number of engineeringdisciplines: Civil, Mechanical, Electrical, Systems, Environmental, Nuclear, and ComputerScience. Despite the fact that a majority of students studying abroad come from non-engineeringmajors, CME must ensure that its “non-majors” are afforded the
leads to a state of stress that is amaximum at the surface of the material1. The value of stress is different in the various directionsrelative to the direction of travel of the tool, and has its maximum in a direction parallel to thetool movement. Most of the residual stress is generated from the mechanical action of the tooland not from the thermal effect of the cutting process. The effect of heating in the material bycutting would be expected to be approximately equal in all directions which is not the case withthe mechanical effect. Figures 1 and 2 show the distortion of the material being cut by a singlepoint cutting tool. The grains near the surface are pulled out parallel to the surface and look likea layer of thin strings. Further down
each participating laboratory were included on the website. Matching ofselected participants with faculty mentors was performed by the principal investigators (PIs)based on project preferences. The program lasted eight weeks during the summer of 2007. Since the students werematched with various laboratories and were not all working with the same research group, thePIs felt that it was important to maintain a cohort experience among the participants. Severalgroup activities outside of the laboratory were organized to facilitate this endeavor. The primaryactivity was a seminar series on various aspects of experimental methods, taught by the PIs. Thetitles of the seminars and a brief description of each are listed in Table 1. Group trips
engineering software packages. The wide availability of MS Excel contributes toits use. With this in mind, an Add-in for MS Excel is being developed to provide a usefulpackage of engineering functions for heat transfer instruction. The initial Add-in was developedto calculate the dimensionless temperature for 1-D transient heat conduction in a solid. TheAdd-in includes 4 functions which handle a plane wall, infinite cylinder, sphere and semi-infinitesolid. Additional modules have been developed to calculate the local or average Nusselt numberfor internal or external flows and the view factors for different 3-D radiation heat transfer set-ups. Currently, these three modules are presented separately as part of a Heat Transfer course,but could be
library of motions foranalysis, and adding a laboratory experiments component are some of the future goals for thecourse.1. IntroductionExposing our undergraduate Mechanical Engineering students to wider engineering topics, andspecifically to Biomedical Engineering, was one recommendation made to us by ABET as partof the continuous improvement process of our program. Biomedical Engineering is an area ofhigh growth according to the U.S. Department of Labor projections data for 2006-20161. Inresponse to this continued demand, many Biomedical Engineering programs have been added inuniversities across the United States. In addition, Biomedical Engineering is taught as part of thecurriculum of other engineering disciplines as well2, benefiting the
technician. All five students were working together during testing of theapparatus including flow visualizations and measurements of temperatures for determination ofRayleigh numbers.TheoryThe instability of the flow between two parallel plates heated from below is governed by theRayleigh number Ra. ( g2 T1 T2 ) L3c ✁ Ra = Pr (1) 32where g is acceleration due to gravity, 1 is the coefficient of volume expansion, T1,T2 are thetemperatures of the hot and cold surfaces respectively, Lc is the distance between the surfaces,Pr is the Prandtl number and 1 is the kinematic
recommendations in the literature. Based on previous research a new set of instructions is drawn up. In order to find out the difference in effectiveness of these new set of instructions, a comparison with the old ones will have to be made. Also the research should provide evidence regarding the effectiveness of the newly implemented movements of the driver’s chair.Research questions 1. Do people learn faster how to drive away with the new instruction? 2. Do people learn faster how to drive away when extra feedback is given in the form of movements of the driver’s chair?Specifications It is expected that o
one credit class.BackgroundWhat is the FE Exam? The Fundamentals of Engineering (FE) exam is a measure of minimum competency toenter the engineering profession[1]. Employers hiring recent engineering graduates often look tosee if the applicant has successfully passed the FE exam. Passing the exam also demonstrateshow serious you are about your engineering career. The National Council of Examiners for Engineering and Surveying (NCEES) is theorganization that oversees the development, distribution, and grading of the FE Exam, along withits counterpart, the Principles and Practice of Engineering (PE) exam. The FE Exam is a"limited reference exam," which means that the only reference material an examinee can useduring the exam is
Destructive testing. Some of thesetechnologies are quite sophisticated and expensive. Among them, however, Penetrant Testing(PT) is distinguished by its simplicity, flexibility, and affordability 13, 20.Penetrant Testing is a technique capable of detecting surface discontinuities and material flaws(cracks, microporosity, blisters, etc.) using substances that seep into surface defects analogous tothe way coffee deposits detect a crack of a ceramic cup (Figure 1). In a majority of cases, thepenetrant used is commonly in the liquid phase. For this reason, this NDT technique is oftenknown as “Liquid Penetrant Test” (LPT). Figure 1. Coffee seepage into cracked wall of ceramic cup. In this case, a simple visualization of the
the department, they are usually not necessary. Our department had the goodfortune of having an Advisory Board member with risk management expertise, and hevolunteered to lead the ME faculty and staff, along with representatives of the Industrial andStudent Advisory Boards, through a departmental risk assessment. The Student Advisory Boardmembers who participated were primarily upper-level undergraduates and graduate students, andfive alumni participated as members of the Industrial Advisory Board. After a discussion of theprocess and an overview presentation on risk management, we broke into three groups to focusour efforts on identifying the potential risks (anything that could go wrong to keep our programfrom meeting its objectives) in (1
. The breakdown of the curriculum in 1955 is provided in Table 1, showing emphasisin Mathematics, Chemistry, Physics, six engineering sciences, and an integrated study ofengineering analysis, design, and engineering systems for professional background15. Page 13.1044.5 Table 1: Summary of Time Distribution for Scientifically Oriented Engineering Curricula Item Curriculum Weight 1 Humanistic and Social Studies One fifth 2 Mathematics and Basic Sciences (about equal One fourth
institutions throughout the world. He is also the PACE Program Coordinator for Kettering University. Dr. Zang has consulted with Rockwell Automotive, Meritor, Ford Motor Company and General Motors Page 13.405.1© American Society for Engineering Education, 2008 Development of a CAE Course Project Focusing on Project Data Management and Virtual Prototyping through FEA of Windshield Wiper System DesignAbstractComputer Aided Engineering (CAE) has been a core course for Junior 1 Mechanical Engineeringstudents at Kettering University for more than a decade. This paper presents an approach
traditional hand computational methods to provide multiple exposures of computer analysisin the mechanism synthesis, as shown in Figure 1. In addition, the course instruction used to helpstudents organize the knowledge, some learning activities should challenge them to select,identify, and defend their choices of concepts and principles for use in a given context. Dealingwith this matter, many modifications have been made and new features have been added sincefall 2007 semester. Figure 1: Features of the mechanisms and machine dynamics courseThe Design of Machinery textbook by Robert Norton7 was chosen to emphasize both the use ofmanual computational methods and computer software to solve mechanisms analysis problems.The textbook has an
that could be called in a spreadsheet to findthis data would simplify the process, provide more accurate answers, and reduce time spent onrepetitive tasks.Upon searching the public domain, a number of Excel macros providing steam propertycalculating functions were identified. Of these, Magnus Holmgren’s Xsteam compilation waschosen as a starting point due to its wide range of property functions, and their logical namingscheme. A companion paper by Chappell, et al.1, discusses this comparison and the selection ofHolmgren’s Xsteam. A list of the functions available in version 2.5 of Holmgren’s Xsteam isprovided in Table 1. Each function can be called in a spreadsheet to calculate the first propertyin its name using the required input properties
experiences are tied to the lecture content in order of increasingcomplexity and knowledge. Each lab experience lasts for two weeks. The five experiences are: 1) Modeling and Simulation with Matlab/Simulink® 2) Electric Motor Modeling and Control (Motomatic) 3) Fluid Level Modeling and Control (Two Tank System) 4) Hydraulic Position Modeling and Control 5) PID Design (Hydraulic System)One aspect of all the laboratory experiences involves creating linear system models and usingSimulink®4 to analyze these models. With the exception of the first experiment, models arecreated for existing laboratory hardware, and the students make comparisons between predictedresponses and actual system responses. Students are expected to operate all
engineeringproblems, including those related to heat transfer. This paper provides several examples todemonstrate the application of Excel in solving problems involving one-dimensional heatconduction in various fin configurations. It provides formulas for the temperature distributionand heat transfer for several different fin profiles.IntroductionAn introductory course in heat transfer typically covers the basic analysis of one-dimensionalheat conduction problems involving fins with simple geometrical configurations. The analyticalcoverage is usually limited to fins of uniform cross-sectional area. For more complex finconfigurations, only fin efficiency charts are provided in most heat transfer textbooks.1-15 Thesecharts approximate the rate of heat transfer
engineering departments across the country, McKenzie, et al.1,suggest that many capstone design instructors find it easy to evaluate the performance of a seniordesign team, but struggle to evaluate the individual performance of students within the team. Inan effort to assess the performance of both groups and individuals, Grove City College hasadopted a management by objective process for individuals, similar to the process outlined byTillman2.Management by objective (MBO) originated from Peter Drucker in the 1950’s. George Odiorneand others popularized the process in the 1960’s. Odiorne describes MBO as “A processwhereby the superior and the subordinate managers of an enterprise jointly identify its commongoals, define each individual’s major areas
. Page 13.721.2EquipmentThe gas turbine experiment was conducted using the SR-30 turbojet engine manufacturedby “The Turbine Technologies, LTD”; a cut-away view of the SR-30 model gas turbineengine is shown in Figure 1.and its major engine components are shown in Figure 2.The SR-30 turbo jet engine is comprised of: 1. A single stage axial flow turbine, 2. Radial flow compressor and 3. Reverse flow annular combustion chamber. 4. The engine is of single shaft design. 5. Both the compressor and turbine rotate on the shaft at the same speed. 6. The engine is fully throttleable from an idle speed of 45,000 rpm to a maximum speed of up to 90,000 rpm. Figure 1. Cut-Away View of Turbine Technologies SR-30 Gas Turbine Engine1
on how to use the lab equipment and calculate the results. This approach is notthe best way to prepare the students for the reality of professional engineering practice.It can be difficult for faculty to devote time in providing exceptional design and appliedexperiences to undergraduates while also trying to develop their research. Often facultymembers find that these priorities compete for their time. This is particularly difficult for youngfaculty. Further, young faculty members increasingly have extremely limited work experience inthe engineering profession. This has led to a gap between what universities are teaching, andwhat engineers are expected to know in industry.1 Engineers in industry spend much timeworking on complex system
% Final Exam 20% Page 13.554.3Giving feedback on laboratory reports in such a course requires a significant amount of work,and the instructor would like to be certain that feedback is actually used by the students andresults in improvement. It is reasonable to assume that laboratory report grades should improvethrough the semester, as students incorporate feedback from previous reports and correctrecurring errors. Linear regression analysis of laboratory report grades as a function of numberof assignments shows no general trend of improvement during the 2002-2005 academic years.Table 1 summarizes this analysis
CARtography design and operation, and the educational valueof the tool.Need for CARtogr aphy ToolReducing our personal transportation energy use and emissions is a global challenge and is mademore difficult by the lack of generally available information and public awareness. A recentstudy at MIT analyzed what it would take to double new vehicle fuel economy in the U.S. by2035. Cheah et al found that while it is technically feasible, doing so will require significantchanges to the automotive market and industry. Estimated production costs are up to 20% higherfor vehicles that double fuel economy while maintaining vjg"rgthqtocpeg"qh"vqfc{Óu"hnggv"cv"potentially smaller size[1]. Without a corresponding consumer demand for more fuel-efficientvehicles
, the student mastery data provided a way to rankskills within a similar importance ranking (for instance, there were six skills with an averageimportance ranking of 9.5). A difference was created by subtracting the student mastery scorefrom the importance score. For instance, a skill with an importance of 10 and an average studentmastery score of 8 would show a difference of 2.0. This result was called the Student MasteryIndicator and was used as the secondary ranking procedure. It provided a way to distinguishbetween important skills that students typically master as compared to important skills in whichstudents typically may not obtain a high level of proficiency. The 24 top-ranked skills using thismethodology are shown in Table 1 below