scholarly journals Introductory Fluid Mechanics taught using a carburetor

2017 ◽  
Author(s):  
Andrew Trivett ◽  
Andrew Milne ◽  
Cecile Devaud ◽  
Tyler Gallant
Keyword(s):  
Fluid Mechanics ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Gasoline Engine ◽  
Internal Flow ◽  
Momentum Conservation ◽  
Design Modification ◽  
Conservation Of Energy ◽  
Basic Fluid ◽  
Control Volumes

The typical fluid mechanics introduction in mechanical engineering covers basic fluid statics, forces on submerged bodies, control volumes, continuity, conservation of momentum, conservation of energy, Reynolds' transport theorem, internal and external flows. Students often struggle with the basic concepts and how they might apply to a real system.In the winter of 2015, a new set of open-ended labs were created for  mechanical engineering students. Teams of 3 or 4 students in a third-year class of 110 were each given a small engine, and removed the carburetors. The series of labs had them discover some of the principles within the  small carburetor from a single-cylinder 4-stroke gasoline engine. Students were asked to explore and explain how the carburetor worked, and then progressed through a set of hands-on labs culminating with a design modification and performance measurement of a real carburetor. At each stage, the students applied principles of fluid statics, control volumes,  internal flow losses, and external flow drag to the physical device.The paper will describe the specific activities, and track the evolution of refinements to the experience through three implementations of the same course by three different instructors. Student feedback and measured evidence of learning will be reported to help justify the evolution of the  activity. The scalability of the activity will be discussed.

scholarly journals Development of computer media for interactive learning on the course of application fluid mechanics in the study program of D3 mechanical engineering

2020 ◽  
Vol 5 (3) ◽  
pp. 109-122
Author(s):  
Adi Bandono ◽  
Okol Sri Suharyo
Keyword(s):  
Data Analysis ◽  
Fluid Mechanics ◽  
Learning Outcomes ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Research Collaboration ◽  
Interactive Learning ◽  
Learning Experience ◽  
Study Program ◽  
Student Questionnaire

The purpose of this research, in general, is to design and develop interactive learning media in the fluid mechanics' course of applications for D3 mechanical engineering students at the Indonesian Naval Technology College (STTAL) to solve learning problems and improve student competence so that independent students can be formed in the learning process. The specific purpose of this research is to produce an interactive learning media, an alternative learning experience that can be accessed anywhere and anytime so that it can provide a deeper understanding and to assess the process and learning outcomes of the fluid mechanics subject in STTAL mechanical engineering D3 study programs. This research uses the R n D, development model. The process of developing interactive learning computer media is carried out in several stages, starting from identification of potentials and problems, data collection, product design, design validation by material experts and media experts, design revision, and product testing. Data analysis was obtained from the results of filling out the checklist by each expert and student questionnaire. To determine the effectiveness of interactive learning computer media in improving learning outcomes used data analysis using the t-test. The subjects of this research are students of the D3 Mechanical Engineering STTAL study program and the research objects to be developed are fluid mechanics applications. The benefit of this research collaboration is a form of sharing of expertise so that it is expected to obtain output in the form of measuring the quality of the fluid mechanics' course application for students of the STTAL mechanical engineering D3 study program in the form of interactive learning media on learning application fluid mechanics courses.

A Pillar of Mechanical Engineering Design Education in Australia: 25 Years of the Warman Design and Build Competition

2013 ◽  
Author(s):  
Warren F. Smith
Keyword(s):  
Engineering Design ◽  
Design Education ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Student Assessment ◽  
National Committee ◽  
Engineering Design Education ◽  
Wide Range ◽  
Institutional Learning ◽  
History Of

The “Warman Design and Build Competition”, running across Australasian Universities, is now in its 26th year in 2013. Presented in this paper is a brief history of the competition, documenting the objectives, yearly scenarios, key contributors and champion Universities since its beginning in 1988. Assuming the competition has reached the majority of mechanical and related discipline engineering students in that time, it is fair to say that this competition, as a vehicle of the National Committee on Engineering Design, has served to shape Australasian engineering education in an enduring way. The philosophy of the Warman Design and Build Competition and some of the challenges of running it are described in this perspective by its coordinator since 2003. In particular, the need is for the competition to work effectively across a wide range of student group ability. Not every group engaging with the competition will be competitive nationally, yet all should learn positively from the experience. Reported also in this paper is the collective feedback from the campus organizers in respect to their use of the competition as an educational experience in their classrooms. Each University participating uses the competition differently with respect to student assessment and the support students receive. However, all academic campus organizer responses suggest that the competition supports their own and their institutional learning objectives very well. While the project scenarios have varied widely over the years, the intent to challenge 2nd year university (predominantly mechanical) engineering students with an open-ended statement of requirements in a practical and experiential exercise has been a constant. Students are faced with understanding their opportunity and their client’s value system as expressed in a scoring algorithm. They are required to conceive, construct and demonstrate their device with limited prior knowledge and experience, and the learning outcomes clearly impact their appreciation for teamwork, leadership and product realization.

scholarly journals Development and delivery of a work experience week programme for mechanical engineering

2020 ◽  
pp. 030641902098104
Author(s):  
A Gonzalez-Buelga ◽  
I Renaud-Assemat ◽  
B Selwyn ◽  
J Ross ◽  
I Lazar
Keyword(s):  
Work Experience ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Impact Analysis ◽  
Legal Term ◽  
Stage 4 ◽  
Engineering Design Problem ◽  
Hands On ◽  
University Of Bristol ◽  
The University

This paper focuses on the development, delivery and preliminary impact analysis of an engineering Work Experience Week (WEW) programme for KS4 students in the School of Civil, Aerospace and Mechanical Engineering (CAME) at the University of Bristol, UK. Key stage 4, is the legal term for the two years of school education which incorporate GCSEs in England, age 15–16. The programme aims to promote the engineering profession among secondary school pupils. During the WEW, participants worked as engineering researchers: working in teams, they had to tackle a challenging engineering design problem. The experience included hands-on activities and the use of state-of-the-art rapid prototyping and advanced testing equipment. The students were supervised by a group of team leaders, a diverse group of undergraduate and postgraduate engineering students, technical staff, and academics at the School of CAME. The vision of the WEW programme is to transmit the message that everybody can be an engineer, that there are plenty of different routes into engineering that can be taken depending on pupils’ strengths and interests and that there are a vast amount of different engineering careers and challenges to be tackled by the engineers of the future. Feedback from the participants in the scheme has been overwhelmingly positive.

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