June 24, 2007
June 24, 2007
June 27, 2007
12.910.1 - 12.910.11
Integrating a Machine Shop Class into the Mechanical Engineering Curriculum: Experiential and Inductive Learning
David M. Malicky, James G. Kohl, Ming Z. Huang University of San Diego
Inductive learning begins with concrete experience, observations, or a question, and then develops knowledge, skills, and theory from that basis1. Research has demonstrated it is superior to the more traditional deductive learning methods in that inductive learning promotes deep knowledge structures, critical thinking, and intellectual development1. Further, industrial employers have often called for mechanical engineers who have hands-on skills and integrated knowledge2-3. This paper examines how a Machine Shop Practices and Solid Modeling course (MENG 351) is integrated with other concurrent or future courses, utilizing an inductive and active learning model1,4. We expect that the integration of hands-on machining/fabrication, experimentation, analysis, design, and theory results in less compartmentalization of knowledge, greater student enthusiasm, and deeper learning of concepts. Integration of MENG 351 occurs across a number of courses, including Systems Laboratory, Mechanics of Materials, Machine Design, Thermodynamics, and others.
Projects were carefully chosen to achieve the learning objectives of MENG 351 and to interface with future courses in the inductive learning process. The shop portion of MENG 351 is aimed at developing skills in woodworking, manual machining, and sheetmetal fabrication. In a later course (Manufacturing Processes), students develop CNC and welding skills. Students worked in teams of 2 for almost all projects. In the shop, this buddy-system arrangement helped ensure students were attentive to each other’s safety; no significant injuries occurred throughout the course.
Woodworking Projects: Fast-Return Actuator and Acoustic Guitar
As their introductory project to woodworking equipment, students constructed a simple mechanism (Figure 1). This fast-return actuator (an inversion of the slider-crank mechanism) is then analyzed in the concurrent Dynamics class. This project taught skills on the miter saw, table saw, drill press, sander, and band-saw. The basic design was adapted and modified from Levy5. Mechanical engineering students sometimes have pre-existing skills in woodworking; this project was designed to allow both basic and advanced versions, to provide challenge to all levels. This project typically took 1 lab period.
Malicky, D., & Kohl, J., & Huang, M. (2007, June), Integrating A Machine Shop Class Into The Mechanical Engineering Curriculum: Experiential And Inductive Learning Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. https://peer.asee.org/2227
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