LabVIEW and Measure Foundry Based Data Acquisition System for Mechanical Engineering Technology Laboratories

Since the ASYST data acquisition and analysis software was discontinued and the old versions of ASYST do not support new computer operating systems and new data acquisition boards, old computer data acquisition (CDAQ) system is being replaced with a new data acquisition system. The new microcomputer based data acquisition system consists of an i-3 microcomputer with 3.0 GHz CPU and Windows-7 operating system, a Data Translation (DT) DT-304, 12-bit, 400 MHz data acquisition board with STP-300 screw terminal, Data Translation Measure Foundry (DT-MF) software and DT-LV link software [2], a National Instruments (NI) PCI-6250, M-series, low level, 16-bit, 1.25 MS/s board with 4-module SCC-68 I/O Connector Block, four thermocouple-input plug-in modules and NI LabVIEW (NI-LV) software [4]. Data Translation’s DT-LV software links DT boards with NI-LV software. Most ASYST-based data acquisition and analysis application programs used in Mechanical Engineering Technology (MET) courses have been converted to NI-LV and DT-MF application programs. Purpose of this paper is to describe how our old data acquisition application programs were converted to new data acquisition application programs so that they may be used with our new data acquisition system. Descriptions of the experiments, equipment used, and experiences gained with laboratory experiments are given elsewhere [8–13]. Specifically: Reference [8] covers upgrades made to the Materials Testing Laboratory, including Tinius-Olsen [14] tensile testing machine; reference [9] covers design and development of data acquisition programs for the materials testing, including Tensile Testing of Materials experiment; references [11] and [12] cover Heating Ventilating and Air Conditioning (HVAC) experiments and use of DAQ system in these experiments; reference [13] cover all uses of DAQ system in MET at University of Maryland Eastern Shore (UMES).

Understanding Why Engineering Students Take Too Long to Graduate

There is growing pressure on public colleges and universities to decrease the time students take to earn an undergraduate degree. There are many factors that slow students’ progress towards graduation. For example, urban universities may have a significant number of non-traditional students who don’t take a full load of courses required to graduate in four years. Also, some freshman students interested in engineering may not be prepared for college and are required to take remedial math and science courses. Engineering is a highly-structured program, often with a long sequence of courses requiring one or more prerequisites. If some courses aren’t offered each semester, this can delay progress toward graduation for some students. This paper examines graduating students’ academic records and surveys senior-level mechanical engineering students to identify some of the causes for the increased graduation times. Students provided detailed information such as their full- or part-time status, how many semesters left to graduation, whether they attended summer school, the courses they had difficulty passing, and other issues related to the length of time required to complete their degrees. Feedback from students is essential as universities look to improve graduation rates. The results presented are based on the data for the mechanical engineering program at a public institution in Texas. Although each institution is unique, the findings presented in this paper are expected to apply to similar institutions throughout the nation.

Analysis of a Feedback Assessment Loop in Engineering Sciences Core Curriculum

A formal two-loop learning outcomes assessment process has been evaluated in the mechanical engineering department at Rochester Institute of Technology. This initiative, originally called the Engineering Sciences Core Curriculum (ESCC), provided systematic course learning outcomes and assessment data of student performance in Statics, Mechanics, Dynamics, Thermodynamics, Fluid Mechanics and Heat Transfer. This paper reports detailed analyses with some important observations in the Statics-Dynamics sequence to determine obstacles in student performance. New data shows that students’ mastery of Dynamics is affected largely by incorrect interpretations and weak retention of fundamentals in Statics. Further evidence of students’ behavioral influences are discussed requiring a future focus in this area. This report completes the 5 year feedback loop designed to achieve the ESCC goals on the Statics-Dynamics sequence.

Partnering With Industry on Mechanical Engineering Capstone Projects

The purpose of a Capstone course is to present the students with an engineering problem that needs to be solved. The students work in teams and are expected to document and research each step of the process. The idea is to mimic, as much possible, the situation encountered by engineers in the field. While industry sponsored projects are preferred, suggestions from students are also welcomed. The Mechanical Engineering (ME) and Mechanical Engineering Technology (MET) Department at Eastern Washington University has traditionally pursued industry sponsored projects by reaching out to the local businesses and through the department Industrial Advisory Committee. While the ME degree is a relatively new addition, the MET degree has been offered for many years. With the addition of the ME program, change came to the Capstone course. Emphasis is placed more on research and not on production. The goal now is to create one prototype instead of fifteen while focusing heavily on the research part. This change has an effect on the dynamics of the course and presents additional challenges, especially with industry sponsored projects. These changes are relevant to both the MET and ME Capstone courses. This paper highlights these challenges for four projects done in the spring of 2012 and proposes efficient ways of addressing them. One of these projects was very successful, two were moderately successful, and one was not particularly so. Recommendations for teachers and students on the best ways to approach such a project are also highlighted.

The University of Tennessee EcoCAR 2 Communications, Outreach, Education and STEM Recruiting Program Overview: Year 2

The U.S. Department of Energy’s (DOE) Advanced Vehicle Technology Competition (AVTC) series is a long running collegiate vehicle design competition for North American universities. The current three year competition series, known as EcoCAR 2: Plugging In To the Future, has students design and build a hybrid electric vehicle (HEV) that also incorporates alternative fuel. Teams are donated a 2013 Chevrolet Malibu by General Motors to modify. A significant aspect of the competition series is the public outreach and education aspect that leverages the expertise of the students in advanced vehicle technologies and alternative fuels. This also highlights the systems level approach to integrating all aspects of the vehicle to build a vehicle that has the best possible fuel economy, lowest well-to-wheel greenhouse gas emissions and lowest criteria air pollutant emissions while maintaining or exceeding vehicle performance, utility and safety. This paper presents an overview of the University of Tennessee’s (Team Tennessee) EcoCAR 2 outreach program, including core program goals and measures of effectiveness of the program for Year 2 of the competition. The paper focuses on the role that such programs can have on effective science, technology, engineering and mathematics recruiting through an overview of the outreach activities and the integration of hands on activities and partnerships with local schools. The leveraging of outreach and education capabilities with the team’s outreach partners is also highlighted.

Integrating Experimental Data Analysis Through Online Modules

In various universities, including Miami University (MU), an undergraduate course in vibrations may be offered in a lecture-only format. However, several concepts in vibrations, such as natural frequencies, damping, mode shapes etc., may be improved immensely from experimental demonstrations and hands-on activities for students to fully grasp the concept and its application. In recent years, several online experiments and resources have been developed in the area of dynamical systems and controls in order to provide an experiential learning environment. With the support of the National Science Foundation, a series of Computational-Experimental (ComEx) learning modules are being developed for integrating experimental, computational and validation studies in the mechanical and manufacturing engineering curriculum at MU. These learning modules are web based and are intended for dissemination to a wide audience extending beyond the students at MU. In this paper, salient features of these online learning modules, which integrate experimental data analysis for mechanical vibration course, are presented. Three different group activities associated with these modules are presented with specific details of the activities, assessment plans, and student perceptions of the modules. The content of these modules is evolving based on feedback from students and external, expert evaluators. It is anticipated that such learning studios can be used by instructors who teach lecture based vibration and control courses, and this resource will yield more insight into the theory, computation and practical applications of essential concepts in this area.

Integrated Thermal Conduction and Hardenability Laboratory Activity

This paper describes an integrated laboratory project between separate heat transfer and machine design courses. The project was structured around a Jominy end quench hardenability test. Most of the students participating were simultaneously enrolled in both classes. In the heat transfer class, students were required to model one-dimensional, transient thermal conduction for an end quench geometry of 4140 steel. In machine design, students applied their theoretical temperature profiles to a continuous cooling transformation curve (CCT) of 4140 steel to predict microstructure and matched the theoretical cooling rates with hardenability curves from literature to predict hardness. In laboratory, students then performed an end quench test in accordance with ASTM A255 on four steel rods. By combining activities across the two courses, students developed an appreciation for the interconnectivity of material within the engineering curriculum, and learned that practical applications typically require they employ knowledge from a variety of sources.

Implementing Engineering and Sustainability Curriculum in K-12 Education

Introducing students to engineering concepts in early education is critical, as literature has shown that students’ degree of comfort and acceptance of science and technology is developed very early on in their education. While introducing engineering as a potential profession in K-12 classrooms has its own merits, it has also proven itself to be useful as a teaching tool. Engineering can lend itself to concepts that can engage students in critical thinking, problem solving, as well as the development of math and science skills. In engineering higher education there has been an increased focus on industrial ecology and sustainability in order to help students understand the environmental and social context within today’s society. The authors of this paper discuss the importance of these attributes when introducing engineering to K-12 students. Engineering and sustainability are not two mutually exclusive concepts, but sustainability should be considered throughout the practice of the engineering discipline. The ADEPT (Applied Design Engineering Project Teams) program at the University of California, Berkeley was established to design and deploy a standards-based engineering curriculum for middle schools and high schools (grades 6–12) designed to integrate mathematics and science concepts in applied engineering projects, inspire secondary students, and strengthen the classroom experience of current and future faculty in math, science, and engineering. This paper discusses the importance of introducing engineering and sustainability in K-12 classrooms. Example modules that were developed through the ADEPT program are presented as well as a set of recommendations that were designed as a guideline for educators to incorporate engineering and sustainability in K-12 classrooms. While the module discussed here was designed for middle school students, the curriculum and criteria recommended can be adapted to primary and secondary education programs.

Development of a Fluids Laboratory Experience in Dimensional Analysis and Similitude Applied to Vortex Shedding From a Cylinder in Cross-Flow

A fluids laboratory experience that introduces students to dimensional analysis and similitude was designed and performed in a junior-level first course in fluid mechanics. After students are given an introduction to dimensional analysis, the technique is applied to the phenomenon of vortex shedding from a cylinder in cross-flow. With help from the instructor, lab groups use dimensional analysis to ascertain the relevant dimensionless pi terms associated with the phenomenon. After successfully determining that the pi terms are the Strouhal number and the Reynolds number, experiments are performed to elucidate the general functional relationship between the dimensionless groups. To conduct the experiments, a wind-tunnel apparatus is used in conjunction with a Pitot tube for measurements of free stream velocity and a platinum-plated tungsten hot-wire anemometer for rapid (up to 400 kHz) measurements of velocity fluctuations downstream of the cylinder. Utilizing an oscilloscope in parallel with a high-speed data acquisition system, students are able to determine the vortex shedding frequency by performing a spectral analysis (via Fourier transform) of the downstream velocity measurements at multiple free stream velocities and for multiple cylinder diameters (thus a varying Reynolds number). The students’ experimental results were found to agree with relationships found in the technical literature, showing a constant Strouhal number of approximately 0.2 over a wide range of Reynolds numbers. This exercise not only gives students valuable experience in dimensional analysis and design of experiments, it also provides exposure to modern data acquisition and analysis methods.

Comparison of Different Preparation Processes and Final Surface Finishes of Metallographic Specimens

The carburizing process requires metallurgical inspection by means of polished metallurgical mounts. Metallographic preparation for a metallurgical mount is an important process. The purpose of this study is to clarify the differences between expert and nonexpert executions of the grinding and polishing process and the consequent polished surface finishes. Three inspectors with 0.5, 2 and 20 years of experience in metallographic preparation were interviewed and their processes analyzed. As a result of the process analysis, the differences between an expert and a nonexpert were determined.