Using the ASME Student Design Competition as the Culminating Design and Build Experience in a Freshman Level CAD-CAM Course (original) (raw)
Related papers
2019
This paper describes the use of a large-scale, multi-semester design project as a means of integrating six courses in the mechanical engineering curriculum. The project, a bench-scale hybrid powertrain, is built up – component by component – as students advance through the curriculum. The authors used the project to test two research hypotheses: 1) that a long-term, large-scale design project would increase long-term subject matter retention and 2) that a long-term, large-scale design project would increase students’ design and problem-solving skills. The authors found that the design project had no measurable effect on long-term subject matter retention, but did have an impact on design thinking and skill. The paper gives a full description of the project and assessment effort, and provides some of the insights acquired by the authors while conducting this research. A complete description of the project and videos of student designs can be found on the project website, www.benchtop...
The Electro-Mechanical Design Engineering programme has been in place as a five-year combined interdisciplinary programme in mechanical and electronics engineering at the University of British Columbia since 1994. The students take almost all mechanical and most of the core electronics engineering courses during the first four years. They spend at least two four-month-long summer terms in industry as cooperative education students, where they receive training in practical design, drafting, manufacturing and instrumentation. The fifth year is dedicated to the complete design and manufacturing of a computer controlled machine in industry. Teams of students design the complete mechanical system with actuators, sensors and computer control units under the joint supervision of a faculty member and a qualified engineer designated by the sponsoring company. Upon the completion and testing of the full electro-mechanical machine and four graduate courses, the students receive a Bachelor and Master of Engineering in Electro-Mechanical Engineering. The Electro-Mechanical students receive academic and industrial training in mechanical, electronics and software engineering, and are in high demand in industry and academia upon graduation. The present status and future of this programme, including the proposed expansion of the programme to the M.A.Sc. Degree (currently under faculty review), is discussed.
Hands-On Design Projects in a Sophomore Mechanical Engineering Course
2011 ASEE Annual Conference & Exposition Proceedings
This paper presents four projects initiated and implemented by sophomore students in their Mechanical Measurements course at Texas A&M University at Qatar. The projects aimed to help students understand how different course topics are interrelated and give them the opportunity to apply course concepts in practical settings. Students utilized engineering software packages such as LabVIEW and SolidWorks in an advanced manner and in diverse engineering specializations.
Design, Build, and Activation Experience in an Undergraduate Mechanical Engineering Program
2003 GSW Proceedings
Mechanical engineering students at the University of Texas at San Antonio (UTSA), when participating in the Thermal Fluids Laboratory course (ME 4802), perform for the first half of the semester a total of eleven laboratory experiments involving fluid statics and dynamics, thermodynamics, and heat transfer. Conjunct with this first half of the semester, each student team submits their formal proposal regarding tasks to be performed during the second half of the semester. Each proposal is to address tasks required for the design, construction, and proof test of a device or system involving thermal fluids processes. Each proposal has to provide a concise description of the design process inclusive of a design specification, detailed task descriptions, individual student assignments, and a detailed cost breakdown. The second half of the semester, however, is totally devoted to achieving their proposed goals as formally approved by the instructor. Each design must demonstrate conformance to the design specification as proposed and be formally documented and orally presented to the College of Engineering. This paper describes a number of design projects such as those involving cooling towers, heat pipes, convection test systems, cross and counter flow heat exchangers, a solar powered car, a furnace camera cooling system, flow network automation and control system, engine thermal coatings, an engine test stand, and testers for thermal contact conductance and fluid viscosity.
New directions in freshman Engineering Design at the University of Maryland
2008
The University of Maryland has a well established, project-based "Introduction to Engineering Design" (ENES 100) course which is taken by approximately 750 freshman engineering students each year. This paper explores the formation of this course through the NSF sponsored ECSEL program, with an emphasis placed on the evolution of this course over the past two decades.
Design Education for Second Year Mechanical Engineering Students
2007
The primary aim of teaching design for mechanical engineering students is to enable the students to achieve a fundamental level of competence in design. This involves creating appropriate learning environment for the students to develop concepts, creativity and critical thinking skills. It is also necessary for the students to develop both individual and team based skills. This paper looks at the student responses based on individual and team based tasks in a second year design course. The student surveys indicate very strong support for team based projects, with a high proportion of students agreeing that they gained many learning benefits as a result: importance of simple design, practical experience of design, and importance of organisation, skills in problem solving and how to work in a team. Overall, the student feedback indicates that they have to work individually to understand the concepts and collectively on a project to achieve a high level outcome.
Automotive Education: Vehicle Component Design
The third year undergraduate course "Vehicle Component Design" was given for the first time in the Spring term of 2009 at the Department of Mechanical Engineering of Hacettepe University in Ankara, Turkey. The valuable results of this experience are shared in this paper. More precisely, we here discuss the numerous strategies to be taken and compromises to be made while replacing the classical sequel of Machine Design and integrating the contents of the latter in a design oriented course where students are expected to design the various mechanical components of an automobile taking overall system behavior into account.
123rd ASEE Annual Conference and Exposition, 2016
Synergistic Activities • Introduced Computer Aided Design for elementary and middle school children (2005-2009) • Supervised 30+ design/research projects involving 83+ undergraduate students • Hosted numerous outreach programs for 2000+ pre-college students • Combustion Institute KSA Country Chapter founding member • Supervised three annual teams of international design exchange students from France conducting research/design at U of Iowa and Industry • Served as industry liaison between U. of Iowa and HNI Corporation for nine years • Served as a member of industry advisory board for College of Engineering at the U.
Systematic Design of a First-Year Mechanical Engineering Course at Carnegie Mellon University
Journal of Engineering Education, 1997
Engineering to introduce undergraduate students to the discipline of mechanical engineering. The goals of the course are to excite students about the field of mechanical engineering early in their careers, introduce basic mechanical engineering concepts in an integrated way, provide a link to the basic physics and mathematics courses, and present design and problem-solving skills as central engineering activities. These goals are met through a combination of real-world engineering examples, classroom demonstrations, and hands-on experience in assignments and laboratories. Over the eleven semesters that this course has been taught, teams of first-year students have designed and assembled energy conversion mechanisms using miniature steam engines and Meccano sets to drive a mobile vehicle or to generate electricity for lighting a bulb. This paper describes the systematic process used to design this course and emphasizes this process of carefully integrating lectures with classroom demonstrations, laboratory experiments and hands-on projects to encourage students' active learning.