Teaching an Undergraduate Dynamics Course for Mechanical “Engineering Technology” Students: Successful Implementation for Students Learning

2016 ◽  
Author(s):  
Awlad Hossain ◽  
Jason Durfee ◽  
Heechang Bae ◽  
Kyle Larsen
Keyword(s):  
Mechanical Engineering ◽  
Engineering Students ◽  
Time Frame ◽  
Successful Implementation ◽  
Applied Mechanics ◽  
Engineering Technology ◽  
Text Book ◽  
Technology Students ◽  
Course Objectives ◽  
Dynamics Problems

Applied mechanics is a branch of the physical sciences that describes the response of bodies (solids and fluids) or systems of bodies to external forces. It deals with the basic concepts of force, moment and its effects on the bodies at rest or in motion. It helps engineers or engineering students to understand how different bodies behave under the application of different types of loads. Mechanics can be broadly divided into two branches as called Statics and Dynamics. Statics deals with the bodies at rest whereas dynamics involves studies related to bodies in motion. In particular, the major emphasis of a dynamics course is to provide the details of the principles of applied mechanics or physics with the studies of motion of objects caused by forces or torques. It is an important course to develop a method of stripping a problem to its essentials and solving it in a logical, organized manner. In our institution, we offer a one-quarter long Dynamics class for Mechanical Engineering Technology (MET) curriculum. This course teaches several topics of solving dynamics problems that belong to Kinematics in Rectilinear & Angular Motions, Plane Motion, Kinetics, Work & Energy, and Impulse & Momentum. This course is designed for the MET students, who are more “hands-on” and have mathematical knowledge up to Calculus II. However, the prerequisite of this course is Tech Statics, not Calculus II. On the other hand, the prerequisites of Tech Statics are Physics and Pre-Cal-II. Therefore, MET students enrolled in Dynamics course solve problems using algebra rather than using calculus. As a whole, this course becomes challenging to convey different concepts of dynamics to our students within 10 weeks’ time frame. To facilitate the overall learning, the course instructors solve different interesting realistic dynamics problems, besides solving the conventional problems from the text book. Solving these realistic dynamics problem helps our students to enhance their conceptual understanding, and motivate them to pursue further in subsequent chapters. The paper presents in details several interesting problems related to different chapters and how they are linked to convey the targeted message related to course objectives. The paper also presents how different topics taught in this class fulfill the targeted course objectives, which are mapped with ABET Engineering Technology criteria. While a course in Dynamics could be a common offering in many universities, the authors of this paper presents the pedagogical approaches undertaken to successfully teach or implement the course objectives to the undergraduate engineering technology students.

Industry Based “Hands-On” Undergraduate Vibration Course for Engineering and Engineering Technology Students

2012 ◽  
Author(s):  
Geoffrey J. Peter
Keyword(s):  
Real World ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Modern Technology ◽  
Instructional Approach ◽  
Engineering Technology ◽  
Technology Students ◽  
Hands On ◽  
Institute Of Technology ◽  
Real World Problems

Modern technology and manufacturing methods often require engineers who understand the fundamental principles of vibration theory and who are also skilled in vibration applications. Simply processing, remembering and applying the material learned from lectures and laboratory experiments with artificial criteria are inadequate. Hands-on teaching techniques with real-world problems are needed to complete the engineering students’ education. This paper demonstrates how hands-on experiments performed in industry support and increase the students’ understanding of fundamental principles and skill in their applications. Graduates with both knowledge and skill are more competitive in today’s job market. A one-quarter industry-based vibration course was developed and taught with a hands-on segment at the Manufacturing and Mechanical Engineering and Technology (MMET) program at Oregon Institute of Technology (OIT) - Portland Campus. This novel instructional approach provided students with the opportunity to immediately apply material, learned in class and laboratory, in real-world industry situations with real-world problems. This instructional approach is applicable in many engineering fields and the author found the mechanical vibrations class particularly well suited for this instructional design style. The hands-on approach, grounded in the vibration course curriculum, provided a direct link to the fundamentals of vibration in industry. Student comments are included to demonstrate the value perceived by the students. Although this curriculum experiment involved mechanical engineering technology students, it would benefit mechanical engineering students equally well. In addition, the paper provides a brief description of the industries that participated in this project. Industries were selected because they use vibration based manufacturing, perform extreme testing or design their products to avoid failure due to vibrations.

Using Open Ended Undergraduate Robotics Projects to Teach Innovation to Today’s Engineering Students

2013 ◽  
Author(s):  
Donald C. Richter ◽  
Hani S. Saad ◽  
Martin W. Weiser
Keyword(s):  
Global Economy ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
New Technologies ◽  
Industrial Robot ◽  
New Technology ◽  
Complex Problem ◽  
Engineering Technology ◽  
Technology Students ◽  
Student Teams

Engineering and Engineering Technology students need to learn to innovate and embrace new technologies as they develop and progress through their careers. The undergraduate degree program needs to provide this first opportunity at innovation allowing the student to gain experience and confidence at solving technological problems. This paper describes the learning experiences in innovation using an undergraduate course in robotics and automation. The course is composed of Mechanical Engineering and Mechanical Engineering Technology students. The paper relates the successful attempt the students had in developing and using innovation through the creation opened-ended industrial robot system projects. The undergraduate student project teams in the course are self-directed and have to use innovation to develop a robotic project of their own design. This breaks the cycle of students just doing the same preset experiments that others have done before them. Although doing preset experiments can reinforce theory given in classroom, it does little to develop skills in innovation, which will be the key to success in the global economy. The course provides an excellent framework for the student teams to demonstrate their ability to innovate using new technology to solve a complex problem while having the mentorship from instructors as they take their first steps in actually doing innovation. The confidence and process used to solve these problems will provide a basis upon which they can formulate new strategies to incorporate new technologies throughout their career.

Elements of an Undergraduate Introductory Materials Engineering Course: Successful Implementation for Students Learning

2014 ◽  
Author(s):  
A. Hossain ◽  
J. Durfee
Keyword(s):  
Student Learning Outcomes ◽  
Time Frame ◽  
Successful Implementation ◽  
Engineering Technology ◽  
Materials Engineering ◽  
Technology Students ◽  
Regular Class ◽  
Engineering Materials ◽  
Materials Used ◽  
Broad Level

The major emphasis of a Materials Engineering course is to provide a broad level of information on different materials used in industries for various engineering applications. In our institution, working on quarter systems, this course becomes very aggressive and challenging in the amount of information that needs to be presented to the students within a 10weeks-time frame. This course involves different laboratory practices, besides regular class lectures, to obtain knowledge on various material properties to reinforce classroom theories. In addition, to increase exposure to different types of materials and material uses, students in the class are required to research an open topic, which is related to this class. Students have to prepare a brief written report and share what they have learned with the class giving an oral presentation. While a course in Engineering Materials is a common offering in many universities, the authors of this paper present the pedagogical approaches undertaken to successfully implement the course objectives to the undergraduate Engineering and Engineering Technology students. The topics and techniques applied to teach Engineering Materials to enhance student learning outcomes are addressed in this paper.

scholarly journals Development of Speaking Skills Assessment Criteria for Engineering Students

2021 ◽  
Author(s):  
Zoia Kornieva ◽  
Olha Vashchylo
Keyword(s):  
Statistical Methods ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Industrial Engineering ◽  
Assessment Criteria ◽  
Skills Assessment ◽  
Applied Mechanics ◽  
Teaching English ◽  
Subject Areas ◽  
The Subject

The purpose of the article is to put forward English monologue production assessment criteria to verify the efficiency of the devised methodology of teaching English for future mechanical engineers. In the course of the research, theoretical, empirical, and statistical methods have been used. Various approaches to identifying the assessment criteria have been thoroughly analyzed. Seven criteria to assess the monologue production skills, five primary and two secondary ones, have been suggested. The allocation of the points by every criterion according to the devised scales have been elucidated. The proposed assessment criteria were used in the methodological experiment that was held at Igor Sikorsky Kyiv National Technical University. The experiment in question aimed to verify the efficiency of the devised methodology of teaching English monologue production to students majoring in mechanical engineering. Three experimental groups, 34 students in total, studying in their final year of Bachelor studies within the Subject Areas of Applied Mechanics and Industrial Engineering, participated in the methodological experiment. The conducted experiment confirmed the efficiency of the methodology proposed.

scholarly journals UNIVERSITY AND COMMUNITY COLLEGE STUDENTS CAN SHARE A LEARNING EXPERIENCE

2011 ◽  
Author(s):  
Barrie Jackson ◽  
Dale Dilamarter ◽  
Peter Spasov
Keyword(s):  
Engineering Students ◽  
Learning Experience ◽  
Multidisciplinary Teams ◽  
Engineering Technology ◽  
Technology Students ◽  
Team Projects ◽  
Student Teams ◽  
Queen's University ◽  
Team Student ◽  
The University

This paper describes a pilot collaboration between Queen’s University and Sir Sandford Fleming College of Applied Arts and Technology in Peterborough Ontario. Since 1994 Queen’s has offered projects where students learn by solving problems for fee paying industrial clients. Known as Technology Engineering and Management (TEAM) student participants form multidisciplinary teams to consult for business clients. In addition to engineering students, commerce and arts students have often participated in the teams. In the Applied Projects program at Fleming College, third year engineering technology student teams solve problems for enterprise sponsors. A pilot group of engineering technology students from Fleming College worked with students in two Queen’s University TEAM projects. In industrial practice, engineers and engineering technologists often collaborate on solving problems. This collaboration rarely occurs in an educational setting. In the 2002-2003 academic year the pilot exercise simulated the professional working relationship between engineers and technologists. This paper gives a description of the experience and the motivation to undertake this unique collaboration. The most important aspect of the presentation is a critical assessment of the University/College collaboration -- what worked, what problems arose, and what improvements are suggested.

Design-Build-Test Senior Design Project

2001 ◽  
Author(s):  
Thomas G. Boronkay ◽  
Janak Dave
Keyword(s):  
Mechanical Engineering ◽  
Engineering Technology ◽  
Bachelor Of Science ◽  
Design Project ◽  
Technology Students ◽  
Senior Design ◽  
Design Build ◽  
Course Sequence ◽  
Capstone Projects ◽  
The University

Abstract Every student in the Mechanical Engineering Technology Department must complete a Senior Capstone Design Project course sequence as a requirement for the partial fulfillment of the Bachelor of Science in Mechanical Engineering Technology degree. Mechanical Engineering Technology students at the University of Cincinnati must design, build, and test their product for the satisfactory completion of the Senior Design Project course sequence. At many institutions the capstone projects do not include the build and test components. This paper gives a short description of the Senior Design course sequence, the list of pre-requisite design courses, the design process used by the students to complete their projects. It addresses issues, such as, team versus individual projects, industrial versus personal projects, etc. It also describes typical projects, two of which are being used in industry with minor modifications.

Pedagogical Approaches Required for Fostering Interpersonal Skills Among Mechanical Engineering Technology Students’

2018 ◽  
Vol 24 (4) ◽  
pp. 2854-2857
Author(s):  
Muhammad Muhammad Inti ◽  
Azlan Abdul Latib ◽  
Francis Shola Bakare ◽  
Yusri Kamin ◽  
Nor Fadila Amin ◽  
...  
Keyword(s):  
Mechanical Engineering ◽  
Interpersonal Skills ◽  
Engineering Technology ◽  
Technology Students ◽  
Pedagogical Approaches
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