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Concurrent Design And Manufacturing In Vibrations And Dynamics: An Introductory Course

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Conference

1998 Annual Conference

Location

Seattle, Washington

Publication Date

June 28, 1998

Start Date

June 28, 1998

End Date

July 1, 1998

ISSN

2153-5965

Page Count

10

Page Numbers

3.155.1 - 3.155.10

Permanent URL

https://peer.asee.org/6980

Download Count

40

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Paper Authors

author page

Michael W. Jennings

author page

Jamal A. Ghorieshi

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

SESSION 2520

Concurrent Design and Manufacturing in Vibrations and Dynamics: An Introductory Course

Jamal A. Ghorieshi and Michael W. Jennings‡ Department of Mechanical and Materials Engineering Wilkes University, PA 18766

This paper describes student learning enhancement through transformation of teaching base from “what is being taught” to “ what is being learned,” by taking Vibrations and Dynamics as a prototype introductory course. Implemented throughout the curriculum, this transformation of teaching base plays the major role in satisfying ABET 2000 criteria. The Vibrations and Dynamics course—offered in the third year of the mechanical engineering program at Wilkes University—was drastically revised from the traditional lecture, homework and paper design project. These changes include: developing, designing, prototype construction, data acquisition and processing, and testing along with oral presentation and demonstration. The main goal is for students to learn and practice engineering in a manner that is a continuing habit. In this process, students learn: (i) What is in a machine shop? (ii) what tools are necessary? (iii) how to come up with practical and useful solutions? (iv) decision making and generating alternatives in the light of incomplete and often contradictory conditions. (v) illustrate and alleviate the critical problem in a tangible manner. (vi) materials and parts selection. (vii) system assembly. (viii) applicability and ergonomics of the systems. Each group of three to four students was assigned a project with a deadline. The projects include the real world applications of the course topics such as free and forced vibrations, vibration isolators, resonance, transducers, imbalance, modal shapes, data acquisition and diagnostics, etc. Typical projects of design and construction are: a rotating fan, illustration of critical problems and solutions; velocity transducers, evaluation of the range of usability; a typical three story frame (building), resonance and mode shapes demonstration; a rotating machinery diagnostic demonstration, and more. Students learning is enhanced greatly by doing their own project and observing as other projects progress. Two of the major outcomes were brainstorming and interaction among the groups leading to innovative ideas and solutions. One of the major hurdles in this process was the demands of time both for students and faculty alike.

INTRODUCTION The undergraduate engineering curriculum has periodically undergone structural changes to reflect the societal needs of time and to head-start the future technological innovations and learning/teaching cultures. Even though the traditional engineering education has served the nation well, nevertheless it has exhausted its effectiveness over the last two decades because of rapid changes in technology and international trade. In pursuance of answering the question: “What should be taught to engineering students?”, the instructional changes intensified sharply since 1970. The engineering curriculum progressed from stand-up lecture and laboratory demonstration format to problem-solving

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Jennings, M. W., & Ghorieshi, J. A. (1998, June), Concurrent Design And Manufacturing In Vibrations And Dynamics: An Introductory Course Paper presented at 1998 Annual Conference, Seattle, Washington. https://peer.asee.org/6980

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