Guided Inquiry Learning in a Thermodynamics Class

This paper describes guided inquiry investigations of thermodynamic properties and cycles that was used in a sophomore thermodynamics class. A partially-complete computer model of a Carnot cycle was provided to students that was written in Engineering Equation Solver (EES). The students were led through a investigation in pairs or groups using the model designed to familiarize the students with the software as well as the cycle. As part of the investigation, the students were required to modify the model to add features. Following the in-class exercise with the Carnot cycle, students were required to model a Stirling cycle and later a Brayton cycle using the same EES software for a take-home project. In previous classes, the same (and similar) take-home projects were assigned, but this was the first time that these computer projects were preceded by a guided inquiry investigation. The advantages of using such a guided inquiry investigation to introduce the software were primarily evident from the questions that were avoided on the take-home projects, but also evident from the student performance on the projects themselves. A discussion of the investigation is included, as well as critique of what will be changed for the next time the class is taught.

Hands-On Graduate Courses in Lean Manufacturing (LM) Emphasizing Green and Total Productive Maintenance (TPM)

The author developed and taught the second hands-on graduate course in a series of three Environmentally Friendly Manufacturing (EFM) courses offered at the Manufacturing and Mechanical Engineering and Technology (MMET) Masters Program at the Oregon Institute of Technology (OIT), Portland Center. Courses in this series include Environmentally Conscious Manufacturing (ECM-1), Lean Manufacturing (LM) emphasizing Green and Total Productive Maintenance (TPM), and Emission Control in Manufacturing (ECM-II). The first two-thirds of the course curriculum consisted of regular classroom lectures, limited homework, two case studies, discussions, videos, and visits to two companies that were implementing or had implemented LM. In addition, a guest lecturer from Washington State Department of Ecology discussed relevant LM and environmental case studies. The final third of the course curriculum consisted of hands-on industry-based case studies. Students gained real-world experience in the manufacturing facilities of the four companies that elected to participate in the pilot project. The LM course, taught from an engineer’s point of view, emphasized the engineer’s role at the initial product design stage, and or manufacturing process design, including building design. This paper describes the course content of the LM curriculum, the innovative methods developed to teach the course, and the methods used to teach LM to graduate students with different undergraduate educational backgrounds including individuals with no prior industrial experience. It discusses three industry-based case studies, company profiles, and the benefits derived by participating companies and graduate students. Curriculum effectiveness was determined at the end of the course in part through students’ and industry participant’s comments. Future publication will describe the contents and case studies of the third ECM II in the EFM course curricula.

Using Team-Based Learning to Improve Learning and the Student Experience in a Mechanical Design Course

In 2008, a design course on mechanical components (MECH 325) at the University of British Columbia was converted from a conventional lecture-based format to a team-based learning (TBL) format. The MECH 325 course is content-rich and covers the characteristics, uses, selection, and sizing of common mechanical components (including gears, flexible drives, bearings, and so on). With the shift in course format to TBL, student performance on exams as well as responses to teaching evaluations and course surveys all indicate an improvement in the students’ perception of the course and student learning. Specifically, performance on multiple choice exam questions from different years (remaining similar in both style and difficulty) increased by 17%. Likewise, on official University teaching evaluations over a five-year period, students rated the TBL version of the course as having a reduced workload, seeming less advanced, seeming more relevant, and being more interesting. On informal course surveys, 76% of students on average indicated they felt the various elements of TBL were effective towards the course aims. Finally, from instructor observations, the shift to TBL has resulted in increased student engagement and collaboration, and an increased emphasis on higher-level learning, such as application, synthesis, and judgment.

Experience in Teaching Turbomachinery Using Advanced Dedicated Software

Whereas turbomachinery design has evolved over the last two decades, updating instruction on the topic to reflect the new prevailing methods and techniques remains a challenge. Part of this challenge stems from the diversity of technologies covered in the courses; part of it ensues from the extensive use of software by industry designers. A review of the literature shows that varying degrees of complexity in software have been adopted for teaching, and that numerical experimentation has in some universities replaced laboratory experimentation. This paper describes the experience and outcomes of teaching turbomachinery to senior engineering students using advanced design software. The cases and results analyzed by the students for axial compressors and turbines are discussed, and the results of the effort are evaluated from the somewhat different perspectives of the students and of the instructor. Whereas the use of the program must be viewed in the context of the entire course (two hardware labs are held along with conventional lectures and homework), the use of design software could be seen to multiply the skills of the students, enabling broad 3-D design considerations and visualization seldom possible otherwise. In addition, an understanding of prevailing stresses is initiated with the software.

Software Agent-Monitored Tutorials Enabling Collaborative Learning in Computer-Aided Design and Analysis

Internet chat-based tutorials are being developed for integrating computer modeling and design skills into mechanical engineering undergraduate and middle school outreach programs. These tutorials help students navigate complicated software interfaces while teaching fundamental concepts through dynamic dialogues between tutorial agents and student user groups. In a typical assignment, students are asked to perform a design or modeling task that includes the use of software such as a commercial finite element code or specially designed educational software. Students work in teams, but team members are distributed within a room or between remote sites, linked by a text interface. As students collaborate electronically, an intelligent agent monitors their interactions and interjects questions or comments in response to the use of key phrases, or due to other triggers. This platform is being used to help automate collaborative learning experiences and to study how students can effectively interact with each other and with the software agents. In undergraduate projects, fundamental technical skills and intuition in interpreting results are emphasized. In outreach efforts, participants are led to consider how their work relates to the broad mechanical engineering profession.

Active Learning in Mechanical and Mechatronics Engineering, Case Study: Computer-Based Interactive Learning in Robotics Classroom

This paper is concerned with the review of active learning methods implemented in Mechanical and Mechatronics Engineering courses. The active learning methods are categorized into two groups of in-class activities without the use of computers and computer-based classrooms. The strategies to encourage university instructors to adopt active learning methods are also discussed. The paper also addresses the pilot project for the implementation of a novel computer-based experiential learning in the course of “Robot Manipulators: Kinematics, Dynamics, Control” at the University of Waterloo, Canada. A Student Interactive Learning System (SILS) has been developed for in-class activities in this course. The SILS system has two components: students’ mobile devices and a front-end website in which the instructor has control to upload the demonstrations and quizzes and receive students’ responses. The students are connected to the website through the WiFi connection. Findings of an initial survey, which was conducted at the start of the semester, revealed that majority of the students find the conventional classroom passive and believe adding interactivity in the lecture enhances their in-class learning experiences.

Uncertainty of Thrust Prediction for a Small Demonstration Turbojet

A small turbojet, the SR-30, is often used in academic settings to demonstrate thrust generation. The experience and insights afforded by this type of experimentation we find invaluable, because the students appraise a turbojet, from start-up to wind down, in all its dimensions: from basic thermodynamics to creep considerations, passing through instrumentation and lubrication. Experimental uncertainties of measurements taken on this unit lead to conflict with basic thermofluids laws, and have been reported in the literature. The present work introduces a thermodynamic model whereby the thrust can be calculated for a range of speeds. The model resorts to conservation principles and efficiencies to factor in the turbine irreversibilities. Six significant variables are assigned uncertainties, and a thrust distribution is generated via a Monte-Carlo analysis. The parameters of the thrust distribution are analyzed to determine the reliability of thrust predictions. Intermediate cycle temperatures can be estimated via an approach consistent with the thermo-fluids laws.

Mechanical Engineering Curriculum Review by QFD Methodology: A Case Study

The paper deals with the design and review of curriculum of a formal study program employing the Quality Function Deployment (QFD) methodology that can take into account of the requirements of various stakeholders such as, academics, students, sponsors, employers, and accreditation agencies. Starting with a simple model for teaching and learning, in which curriculum is one of the basic elements, the paper describes curriculum review procedure employing the QFD planning tool known as House of Quality. Then, it presents a case study on the review of mechanical engineering program of the PNG University of Technology.

A Green Heat Transfer Design Project to Introduce Globalization and Society Awareness

Energy, environmental issues and society awareness are three of the main components in many engineering problems. Engineering Schools use general education courses to address these issues. However, the bridge between the engineering skills and these issues is still a challenge. In the present work, an open-ended design project was used in a senior level Heat Transfer course to address this need. The students were asked to work in teams to design and build a one- or two-person shelter that is built from recycling material and has no active heat source. The shelter should be portable and easily assembled and disassembled using limited tools to match the use in the time of crises or in developing countries. The details of the project are presented and supported by samples from the students’ work.