Template for Program Assessment ReportDr. Steven Lu

Name of the program: Mechanical Engineering

Assessment report for Academic year 2014-2015

Date: May 2015

Faculty Participants: Dr. Fang Li, Dr. James Scire, Dr. Jun Ma, Dr. Rifat Tabi, and Dr. Staten Lu

In carrying out its responsibilities for assessment, the Department of Mechanical Engineering, in addition to responding to the needs of the college, must be very responsive to the requirements that derive from our professional accreditation, the Accreditation Board for Engineering and Technology. Based on the evaluation reports from the ABET team who visited us in 2012 we have again attached the following table that can be viewed from our perspective, Attachment 1,

Attachment 1: Relationship between courses at ME department and ABET Outcomes a-kAttachment 1: Relationship between courses at ME department and ABET Outcomes a-kAttachment 1: Relationship between courses at ME department and ABET Outcomes a-kAttachment 1: Relationship between courses at ME department and ABET Outcomes a-kAttachment 1: Relationship between courses at ME department and ABET Outcomes a-kAttachment 1: Relationship between courses at ME department and ABET Outcomes a-kAttachment 1: Relationship between courses at ME department and ABET Outcomes a-kAttachment 1: Relationship between courses at ME department and ABET Outcomes a-kAttachment 1: Relationship between courses at ME department and ABET Outcomes a-kAttachment 1: Relationship between courses at ME department and ABET Outcomes a-kAttachment 1: Relationship between courses at ME department and ABET Outcomes a-k

(a) Math

, science,

engineering

(b)experiments

(c)Design

system, compon

ents(d)

Teams

(e)Solve

engineeringl

problem

(f)Professional/ethical

responsibility

(g)Communicat

e(h)Glob

al

(i)life-Long

learning

(j)Contemparary

issue

(k) knowledge & tools

MENG 105 ● ● ●211 ● ● ●212 ● ● ●221 ● ● ●240 ● ● ● ●270 ● ● ● ● ●310 ● ● 324 ● ● 340 ● ● 346 ● ● ● ● ●349 ● ● 370 ● ● ● ● ● ●

373 ● ● ●470 ● ● ● ● ● ● ● ●

343/320 ● ● ● ● ●Design ● ● ● ● ● ● ● ●

ME electives ● ● ● ●

IENG 240 ● ● ●245 ● ● ●251 ● ● ●255 ● ●345 ● ● 350 ● ● 380 ● ● 400 ● ● ● 425 ● ● ●

AENG360 ● ●

463 ● ● 466 ● ● ● ● ●490 ● ● ● ● ● ●492 ● ● ● ● ● ●

AE electives ● ● ● ●

That is taken directly from our recent and very successful ABET visit and shows the clear relationship between our courses (in the left hand column) and ABET requirements; we have used ABET criteria for Student Outcomes (SOs) notation, (a) through (k) in the row at the top. The courses listed run the gamut from sophomore to senior requirements.

The ABET Criteria SOs a to k are:

a. An ability to apply knowledge of mathematics, science, and engineering. b. An ability to design and conduct experiments, as well as to analyze and interpret data. c. An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability. d. An ability to function effectively in a team. e. An ability to identify, formulate and/or solve engineering problems. f. An understanding of professional and ethical responsibility. g. An ability to communicate effectively. h. The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context. i. A recognition of the need for, and an ability to engage in, life-long learning. j. A knowledge of contemporary issues. k. An ability to use the techniques, skills, and modern engineering tools necessary for engineering practices.

1. Which student outcomes have been assessed for the planned academic year?

During the spring semester of the academic year 2014/2015, we assessed ABET outcome criterion c c. An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability.

2. What measuring instruments were used for the assessment? (attach the criteria, or rubrics used)

The assessment process has both course embedded and constituency based assessment tools. The course embedded assessment is the Faculty Course Assessment Reports (FCAR) which are the primary tools used to assess the program and learning outcome achievement.

The measuring instruments used in evaluating our program are the design projects submitted by the students in the following courses:

MENG 346 Energy ConversionMENG 370 Machine DesignMENG 470 Senior Mechanical Engineering DesignMENG 486 Advanced Machine DesignMENG 446 Heating, Ventilation and Air ConditioningMENG 443 Energy System Analysis and DesignAENG 490 Flight Vehicle Design

These courses engage the students in the full spectrum of mechanical engineering and cover the two major stems in the program: solid mechanics and fluid/thermal sciences. Therefore if the students carry out their projects with success, they will have demonstrated the array of requirements for program and learning goals.

It may be observed that the seven Core Learning Outcomes of NYIT mirror at least some of the eleven ABET requirements. To this end we have also shown the following table which shows the relationship of the NYIT outcomes to those of the (a) through (k) of ABET.

Attachment 2 Relationship between NYIT core outcomes and ABET SOs a-kAttachment 2 Relationship between NYIT core outcomes and ABET SOs a-kAttachment 2 Relationship between NYIT core outcomes and ABET SOs a-kAttachment 2 Relationship between NYIT core outcomes and ABET SOs a-kAttachment 2 Relationship between NYIT core outcomes and ABET SOs a-kAttachment 2 Relationship between NYIT core outcomes and ABET SOs a-kAttachment 2 Relationship between NYIT core outcomes and ABET SOs a-kAttachment 2 Relationship between NYIT core outcomes and ABET SOs a-k

(a) Math,

science,

engineering

(b)experiment

s

(c)Desig

n system,

components

(d) Teams

(e)Solve engineeringl

problem

(f)Professional

/ethic

al responsibil

ity

(g)Communicate

(h)Global

(i)life-

Long

learning

(j)Contemparary

issue

(k) knowledge & tools

#1 Communcation ● ● ●# 2 Literacy ●# 3 Critical/Analytical Thinking ● ● ● ● ●# 4 Interdisciplinary Mindset and Skills ● ●# 5 Ethica/Moral and Civic Engagement ● ● ● ● ●# 6 Global Perspective/World View ● ● ● ● ● ● ●# 7 The Process and Nature of arts and Sciences ● ● ● ● ● ●

We understand that the broad education necessary to understand the impact of design mechanical systems in a global, economic, environmental, and societal context is one of important ABET criterion.

According to the table above ABET criteria (c) should be chosen for addressing the core outcome # 3 Critical/Analytical Thinking, # 5 Ethica/Moral and Civic Engagement, and # 7 The Process and Nature of arts and Sciences.

In the following FCARs the students do show that the ABET criterion c and foregoing NYIT criteria are met. The following FCARS selected for MENG 346, MENG 370, and MENG 470 are the samples for addressing foregoing statements.

Faculty Course Assessment Report (FCAR)Learning Outcomes Version

MENG 346-W01Energy Conversion

Spring 2015

MENG-346 Energy Conversion 3-3-4

CATALOG DESCRIPTIONStarting with basic principles of energy conversion, the vast area of modern energy technology is covered. Fossil, nuclear, solar, and geothermal energy resources and current and future methods of energy conversion are analyzed. State of the art and present research areas are reviewed. Technical and economic feasibility of processes, equipment, and plants are analyzed.Prerequisite: MENG 240.

TEXTBOOKSKhartchenko, Nikolai V. and Kharchenko, Vadym M. Advanced Energy Systems, Second Edition, CRC Press, Taylor and Francis Group, Boca Raton, 2014.

Cengel, Yunus A. and Boles, Michael A., Thermodynamics: An Engineering Approach, Eighth Edition, McGraw-Hill, Inc., New York, 2015.

COURSE OBJECTIVESThis course is designed to teach students to apply thermodynamics to the analysis of energy conversion systems. Students completing this course are able to analyze these systems and optimize their performance with respect to both thermodynamic and economic objectives.

MEASURABLE STUDENT LEARNING OUTCOMES

At the completion of this course students should be able to:

1. Understanding and analysis of vapor power cycles. Students should develop an understanding of steam power-plant technology. Students should understand the Rankine cycle and improvements to the cycle. Students should be able to apply their knowledge of thermodynamics to analyze and compare such cycles. (ABET a and e.)

Performance tools:

Quiz 1, EGMU score (8,2,1,7), avg = 1.61 Midterm problem 1, EGMU score (7,6,4,1), avg = 2.06 Project A, EGMU score (7,6,4,1), avg = 2.06

2. Understanding and analysis of cogeneration plants. Students should understand the concept of cogeneration and be able to apply thermodynamic analyses to predict the economics of such systems. (ABET a, c, and e.)

Performance tools:Quiz 2, EGMU score (13,3,1,1), avg = 2.56 Midterm problem 2, EGMU score (7,3,6,2), avg = 1.83 Project B1, EGMU score (10,4,2,2), avg = 2.22 Project B2, EGMU score (8,7,2,1), avg = 2.22 Project B3, EGMU score (4,5,5,4), avg = 1.50

3. Understanding and analysis of gas turbine power plants and engines: Students should understand the Brayton cycle. Students should understand improvements to the cycle, such as regeneration, intercooling, and reheat. Gas turbine applications in stationary power generation, cogeneration, and propulsion should be understood. (ABET a and e.)

Performance tools:Quiz 3, EGMU score (13,3,1,0), avg = 2.71 Project B2, EGMU score (8,7,2,1), avg = 2.22

4. Understanding and analysis of reciprocating engines: Reciprocating internal combustion engines employing the Otto cycle and those employing the Diesel cycle should be understood. Students should be able to apply air standard analyses to such engines to predict performance. Cogeneration plants employing these engines should be understood. Stirling and Ericsson-cycle engines should also be understood. (ABET a and e.)

Performance tools:Quiz 4, EGMU score (5,8,2,3), avg = 1.83Final problem 2, EGMU score (4,6,4,4), avg = 1.56

5. Understanding and analysis of combined-cycle power plants: Students should be able to apply the knowledge developed under the other outcomes to gas-turbine/steam combined-cycled plants. (ABET a and e.)

Performance tools:Project B3, EGMU score (4,5,5,4), avg = 1.50

6. Understanding of combustion and fuel chemistry: Students should be able to augment their thermodynamic analyses with details about the combustion processes taking place in energy systems. Student should be able to balance chemical reactions, determine equivalence ratio, and predict flame temperatures.

Students should be able to make simple equilibrium calculations. (ABET a and e.)

Performance tools:Quiz 5, EGMU score (4,3,1,7), avg = 1.27 Final problem 3, EGMU score (8,4,2,4), avg = 1.89

7. Understanding of the environmental impact of energy conversion systems. Students should understand the types of pollution produced in energy conversion systems, have a basic understanding of the formation mechanisms, and understand pollution control techniques. (ABET j.)

Performance tools: Final problem 1, EGMU score (11,2,4,1), avg = 2.28

COURSE REQUIREMENTS

1. Attendance: Regular attendance and punctuality are required.

2. Tests: Tests for the course will consist of quizzes, a midterm exam, and a final exam. Quizzes will take place every two weeks at Wednesday meetings. The quizzes will take the first 45-60 minutes of class, and are intended to evaluate the students’ ability to solve problems like those assigned for homework. The quiz average will be the highest four grades out of the five quizzes that are expected to be given. If the student has more than four quizzes, the lowest one will be dropped. If the student sits for fewer than four, zeros will be added to make up the missing grades.

All tests and quizzes will be closed book unless otherwise noted. Necessary property data, conversion factors, etc., will be provided by the instructor in class. Numerical calculations can be completed with the aid of a stand-alone calculator. No other electronic devices (e.g. tablets, laptops, phones) will be allowed during tests and quizzes.

3. Design project: A semester-long design project will be completed. In Part A of the project, the student will design and optimize a base steam power plant. In Part B of the project, the student will consider various designs for a cogeneration plant. Further details will be given as the background material for these projects is covered.

4. Assignments: Reading assignments must be completed prior to class meetings. Homework problems must be completed by the Monday before each quiz. Solutions will be posted at that time.

5. Computational tools: Since many engineering problems can be solved with the use of computer aids, a considerable amount of time will devoted to their application. It is expected that the student will be able to use a spreadsheet (such as Excel), MathCad, MatLab, or a text-based programming language to solve some of the assigned problems. Many of these packages are available in the institute’s laboratories. 6. Grading procedure: Quizzes 25% Midterm 25% Final 25% Design Project 25%

TOPICS1. IntroductionThe course begins with an overview of the current national and global energy demand picture to motivate the development of advanced energy conversion techniques. Various aspects of design for energy conversion are considered, including resource consumption, pollution, and economic feasibility. TEXT: Khartchenko and Kharchenko Chapter 1.

2. Review of ThermodynamicsConcepts from thermodynamics are reviewed, including the first and second laws, property diagrams, and property tables. TEXT: Khartchenko and Kharchenko Chapter 1, Cengel and Boles Chapters 1–7.

3. Vapor Power CyclesSteam power-plant technology is described and analyzed. The Rankine cycle and improvements to the cycle, including reheat and regenerative feed-water heating, are covered.TEXT: Khartchenko and Kharchenko Chapter 3, Cengel and Boles Chapter 10.

4. CogenerationSteam-turbine-based cogeneration plants are described and analyzed. The economics of such systems are analyzed. TEXT: Khartchenko and Kharchenko Chapter 6, Cengel and Boles Chapter 10 Section 8.

5. Gas TurbinesGas turbine technology is described. The Joule/Brayton cycle is introduced and the simple-cycle performance is analyzed. Improvements such as the regenerative gas-turbine cycle, intercooling, reheat, steam injection, inlet air conditioning, and supercharging are discussed and analyzed. Gas-turbine-based cogeneration plants are then considered.TEXT: Khartchenko and Kharchenko Chapters 4 and 6, Cengel and Boles Chapter 9.

6. Reciprocating EnginesReciprocating internal combustion engines (Otto and Diesel) are considered and their air-standard cycles are analyzed. Cogeneration plants employing these engines are considered. Other cycles, such as the Stirling and Ericsson cycles, are considered. TEXT: Cengel and Boles Chapter 9.

7. Combined-Cycle Power PlantsCombined-cycle power plants are discussed and analyzed. Performance metrics are developed. Combined-cycle plants with cogeneration are considered. TEXT: Khartchenko and Kharchenko Chapter 5, Cengel and Boles Chapter 10 Section 9.

8. Combustion and Fuel ChemistryThermodynamic relations are extended to include chemical reactions. The chemical makeup and combustion of common fuels are discussed. Coal conversion techniques, such as gasification and liquefaction are discussed. TEXT: Khartchenko and Kharchenko Chapter 2, Cengel and Boles Chapter 15.

9. Environmental ImpactThe environmental pollutants associated with combustion and other aspects of plant operation are considered. Control techniques are discussed. TEXT: Khartchenko and Kharchenko Chapter 7.

10. Other TopicsAs time permits, other topics will be considered, including fuel cells, solar thermal power plants, solar photovoltaic energy conversion, and refrigeration systems.

Learning outcome 1 is selected for testing ABET program outcome e.

Performance Tools EGMU score AverageQuiz 1 (8,2,1,7) 1.61Midterm problem 1 (7,6,4,1) 2.06Project A (7,6,4,1) 2.06Overall (22,14,9,9) 1.91

Student Feedback:

In general the students were comfortable with the pace and content of the course, although a few complained about the workload associated with the projects.

Instructor’s Comments:

Like in many other engineering courses, poorly performing students in this class memorize the solutions to particular problems rather than attempting to grasp the underlying reasoning needed to tackle new problems. This behavior seems to entail a lack of real studying of the course material followed by an intensive period of memorization of example problems. Very minor changes from the problems they memorize immediately render their memorization useless as they fail to grasp the purpose of each solution step.

Likewise, the project work shows strong evidence of group work even though this is not permitted. Although students have their own data, they often repeat their classmates’ erroneous analyses. An oral exam component to the projects may be a way to remedy or at least expose these problems.

A problem related to the “group work” problem just described is that some students tend to rely on other students rather than the instructor for advice on the project work. Changes to the projects and the in-class presentation that were made this semester were absent in some of the projects, and mention was made of calculation strategies that were intentionally left out of the in-class presentation.

NEW YORK INSTITUTE OF TECHNOLOGYSchool of Engineering and Computing Sciences

Department of Mechanical Engineering

MENG 370 Element Machine Design 4-0-4

CATALOG DESCRIPTIONGeneral concepts of machine design, such as stress and strength, stress concentration fatigue, theories of failure, deflection in machine parts. Applications of the design process, including design of shafts, fasteners, couplings, gears, bearings, springs, screws, and other machine elements. Prerequisite: MENG 221

COURSE OBJECTIVES:The primary objective of this course is to demonstrate how engineering design uses the many principles learned in previous engineering science courses and to show how these principles are practically applied. The emphasis in this course is on machine design: fundamental concepts in machine element analysis and design including static force analysis principles, state of stress, deformation/strain, strength, deflection, stiffness, buckling and stability, and materials properties; to enable satisfactory application of these concepts to suitably tractable machine element problems, introduction of multi-axial failure theories, fatigue life prediction and elementary fracture mechanics principles; to enable satisfactory application of these concepts to suitably tractable machine element problems and to ensure a competent understanding of these issues in mechanical design, and introduction to classical machine design principles and empiricism and their application to classical machine elements.

MEASURABLE STUDENT LEARNING OUTCOMES:At the completion of this course all students will be able to

1. Identify general concepts of machine design process, design criteria, decision making, engineer’s responsibilities, economics and design safety factor. Abet a, f, kPerformance tools: Quiz 1, EGMU score (3, 8, 3, 5), avg = 1.47Design Project, EGMU score (4, 14, 4, 0), avg = 2.00

2. Identify the selection of a material for a machine part or a structural member, such as mechanical properties, temperature effects, heat treatments and strengthen materials. Abet a*, f, kPerformance tools: Quiz 2, EGMU score (2, 9, 5, 1), avg = 1.71Design Project, EGMU score (4, 14, 4, 0), avg = 2.00

3. Use geometry and material selection, static and kinematic, flexibility and stiffness factors to optimize machine design. Abet a, f, kPerformance tools: Quiz 1, EGMU score (3, 8, 3, 5), avg = 1.47Quiz 2, EGMU score (2, 9, 5, 1), avg = 1.71Quiz 3, EGMU score (1, 3, 2, 15), avg = 0.52Quiz 4, EGMU score (2, 6, 11, 2), avg = 1.38Quiz 5, EGMU score (2, 7, 3, 7), avg = 1.21Midterm Exam, EGMU score (2, 2, 13, 4), avg = 1.10Final Exam, EGMU score (1, 4, 9, 7), avg = 0.95Design Project, EGMU score (4, 14, 4, 0), avg = 2.00

4. Calculate internal stress, strain and deflection of the machinery elements due to various external loading conditions. Abet a, f, kPerformance tools: Quiz 1, EGMU score (3, 8, 3, 5), avg = 1.47Quiz 2, EGMU score (2, 9, 5, 1), avg = 1.71Quiz 3, EGMU score (1, 3, 2, 15), avg = 0.52Quiz 4, EGMU score (2, 6, 11, 2), avg = 1.38Quiz 5, EGMU score (2, 7, 3, 7), avg = 1.21Midterm Exam, EGMU score (2, 2, 13, 4), avg = 1.10Final Exam, EGMU score (1, 4, 9, 7), avg = 0.95Design Project, EGMU score (4, 14, 4, 0), avg = 2.00

5. Determine stress concentration, fatigue, failure theories and fracture theories in machinery elements under static and dynamic loadings. Abet a, f, kPerformance tools:Quiz 4, EGMU score (2, 6, 11, 2), avg = 1.38Quiz 5, EGMU score (2, 7, 3, 7), avg = 1.21Final Exam, EGMU score (1, 4, 9, 7), avg = 0.95Design Project, EGMU score (4, 14, 4, 0), avg = 2.00

6. Determine the nonpermanent joints, screws and fasteners including material selections to machinery components. Abet a, f, kPerformance tools:

Final Exam, EGMU score (1, 4, 9, 7), avg = 0.95Design Project, EGMU score (4, 14, 4, 0), avg = 2.00

7. Determine spring materials, analysis fatigue loading and design mechanical springs to machinery components. Abet a, f, kPerformance tools:Final Exam, EGMU score (1, 4, 9, 7), avg = 0.95Design Project, EGMU score (4, 14, 4, 0), avg = 2.00

8. Determine bearing materials, analysis reliability due to variable loading condition and design mechanical ball, cylindrical roller, tapered roller and rolling-contact bearings to machinery components. Abet a, f, kPerformance tools:Final Exam, EGMU score (1, 4, 9, 7), avg = 0.95Design Project, EGMU score (4, 14, 4, 0), avg = 2.00

9. Determine machine elements that transmit motion by successively engaging teeth including spur, helical, bevel and worm gears to machinery components. Abet a, f*, kPerformance tools:Final Exam, EGMU score (1, 4, 9, 7), avg = 0.95Design Project, EGMU score (4, 14, 4, 0), avg = 2.00

10. Determine machine elements that transmit rotary motion and toque from one location to another, including shaft and axles to machinery components. Abet a, fPerformance tools:Final Exam, EGMU score (1, 4, 9, 7), avg = 0.95Design Project, EGMU score (4, 14, 4, 0), avg = 2.00

11. Work effectively in a professional manner with team members to achieve final design results. Abet a, f, Performance tools:Design Project, EGMU score (4, 14, 4, 0), avg = 2.00

12. Write and present final project report, with complete technical design and economic analysis as well as discussions related to specific projects. Abet a, f, k *Performance tools:Design Project, EGMU score (4, 14, 4, 0), avg = 2.00 (*) represents the LO that is strongly linked to a PO

COURSE REQUIREMENTSClass Participation:

Regular attendance is required and class participation is expected.

Attendance Policy

A student is expected to attend each class session on a regular and punctual basis in order to obtain the educational benefits, which each meeting affords. Students shall be informed by their instructors exactly how often they will be allowed to be late or absent during the semester. Students who exceed these limits may be withdrawn from the course by the instructor. In the event of a student’s absence from a test, the instructor will generally determine whether the student will be allowed to make up the work that was missed. Lack of preparation is not an adequate excuse for missing an examination.

Cheating: Cheating or copying on an examination or an assignment will result in an F grade on the exam or assignment. If it occurs more than once, the course grade will be F.

Late work: Grades on late homework assignments will be reduced by ten points, if they are submitted within one week of the due date. They will not be accepted after that. Exercises are due on the first day of the week following the one in which it is assigned. There are no exceptions for any reasons.

Reading: Reading assignments should be completed prior to the first class of the week in which they are assigned. Read and think about all the Review Questions at the end of each chapter. It is a good idea to write the answers in your notebook. It will help you to learn the material and in reviewing for exams. Homework must be submitted at the start of the first class meeting of the lecture (that is not an exam) following the lecture in which they are assigned. While I encourage discussion of the assignments among the students, the actual solutions and programs should be done individually unless I have approved students working together. Assigned Review Questions should be submitted in writing.

Exercises: The course includes homework assignments. These assignments must be done individually; collaboration is cheating.

Exams: There will be a midterm exam and a final examination, which will cover the entire semester’s work.

Grading Criteria:

25% Midterm Exam, 30% Final Exam, 25% Quizzes, 15% Design Project, 5% Homework/Attendance

Incomplete:I grade

A grade of incomplete, I, can be given by the instructor after consultation with the Department Chair. It is used when a student, because of some unavoidable circumstance, has been unable to complete all assigned work for the course. The instructor must certify that the student’s work is passing at this point and the student must agree to complete the missing the work. A grade of I will become an F in the following situation:

I is given in the fall semester and not made up by the end of the following summer.

I is given in the spring semester and not made up by the end of the following fall.

Withdrawal:W grade

Students can withdraw up to the 8th week of the semester and receive a grade of W. After the 8th week deadline, a student may withdraw and receive a W only if the student is passing the course. Otherwise, a student withdrawing after the 8th week will receive a grade of WF.

TOPICS:• Mechanical design process• Materials• Load and Stress Analysis• Deflection and Stiffness Analysis• Failures Resulting from Static Loading• Fracture Resulting from Variable Loading • Nonpermanent joints – Thread and Screws• Rolling-Contact Bearing• Lubrication and Journal Bearings• Mechanical Spring• Gear - General• Shaft and Axles• Welding

TEXT BOOK:• Mechanical Engineering Design, 9th edition, by Shigley, Budynas & Nisbett,

Mcgraw-Hill, or latest edition

COURSE OUTLINE:

Week No.

Course Contents Reading Review Exercise

1

Introduction of Mechanical Engineering Design: Design Process Element, Design Tools and Resources, Safety Factor and UnitsMaterial Selection

CH. 1, CH. 2

Homework

2

Material SelectionConcepts of Material PropertiesHeat TreatmentManufacturing of the MaterialsLoad and Stress Analysis

CH. 2, CH. 3

Homework

3Load and Stress AnalysisStatically determinate and indeterminate problems

CH. 3 Homework

4Shear Force and Bending Moment DiagramStress and Strain RelationshipMohr’s Circle, Torsion

CH. 3, CH. 4

Homework

5

Deflection and StiffnessTension, Compression and TorsionBeam Deflection ModeStrain Energy Statically Indeterminate Problems

CH. 3, CH. 4

Homework

6 Mid-Term Exam I CH.1~CH.4CH.1~CH.4

7Failure Resulting from Static LoadingFailure Criteria for Ductile Materials

CH. 5 Homework

8Failure Resulting from Static LoadingFailure Criteria for Brittle Materials Fracture Mechanics and Stochastic Analysis

CH. 5 Homework

9Fatigue Failure Criteria 1: Fatigue Life Methods, Stress and Strain Life Methods, Endurance Limits

CH. 6 Homework

10Fatigue Failure Criteria 2: Fatigue Failure Criteria resulting under Fluctuation Loading Fatigue Failure Criteria 3: Stochastic Analysis

CH. 6 Homework

11

Fatigue Failure Criteria 2: Fatigue Failure Criteria resulting under Fluctuation Loading Fatigue Failure Criteria 3: Stochastic AnalysisMid Term Exam II

CH. 6

CH.5, CH. 6

Homework

12Shafts and Shaft ComponentCritical Factors for Shaft Design

CH. 7 Homework

13

Shaft Stresses AnalysisScrews, Fasteners, Design of nonpermanent joints Mechanical Springs: Design of springs under static and fatigue loading

CH. 7CH. 8

Homework

14Mechanical Springs: Design of springs under static and fatigue loading

CH. 10 Homework

15

Bearing: Types, Life, Reliability, Lubrication, Mount and Enclosure Gears: Types, Nomenclature, Conjugate, Contact Ratio, Interferences

CH. 11,CH. 12

Homework

Design Project

16Gears: Force AnalysisDesign Consideration of the BearingLubrication

CH. 13,CH. 14

HomeworkDesign Project

17 Final Exam CH. 7~CH. 14

Learning outcome 2 is selected for testing ABET a:EGMU score Average

Quiz 2 (2, 9, 5, 1) 1.71Design Project (4, 14, 4, 0) 2.00Overall EGMU for Outcome 2 (6, 23, 9, 1) 1.86

Learning outcome 9 is selected for testing ABET f:EGMU score Average

Final Exam (1, 4, 9, 7) 0.95Design Project (4, 14, 4, 0) 2.00Overall EGMU for Outcome 9 (5, 18, 13, 7) 1.48

Learning outcome 12 is selected for testing ABET k:EGMU score Average

Design Project (4, 14, 4, 0) 2.00Overall EGMU for Outcome 12 (4, 14, 4, 0) 2.00

Student Feedback:Most students responded • The material covered was relevant to the class description • The class furthered their knowledge in the subject covered• The class curriculum, was well organized and met my expectations

Instructor’s Comments:Based on students’ feedback and colleagues’ reviews, the course objective, outcome and program outcome are considerably acceptable in the class. While there are too much course objectives, but course time is definitely short to complete all course objectives. The design project was planned and completed by group project. Each group selected own mechanical system, and then add analytical approach and computer aided design approach with formal written reports. Additionally, each group presented their own work.

Prepared by Dr. Jong B. Lee

Faculty Course Assessment Report (FCAR)Program Outcome Version

MENG 470 – W02Senior Mechanical Engineering Design

Fall 2014

Catalog DescriptionThis course will deal with open-ended design investigations which allow the application of advanced techniques to the analysis and synthesis of engineering systems or devices. Topics such as manufacturing processes, DFM, modern engineering materials reliability and liability, environmental friendliness, thermo-fluid machines and devices will be covered. Prerequisite: Approval of chairperson.

Grade Distribution:A B C D F I W WF Total9 1 10

Modifications Made to Course:None.

Course Outcome Assessment:CO-1 Research and analyze information for project preparation.

This outcome is covered by the following performance task(s):Project Proposal, EGMU score (8, 2, 0, 0), avg = 2.80Project Outline, EGMU score (5, 4, 1, 0), avg = 2.40Statement of Work, EGMU score (6, 3, 1, 0), avg = 2.50

CO-2 Identify a problem, and propose and justify a solution.This outcome is covered by the following performance task(s):Project Proposal, EGMU score (8, 2, 0, 0), avg = 2.80Project Outline, EGMU score (5, 4, 1, 0), avg = 2.40Statement of Work, EGMU score (6, 3, 1, 0), avg = 2.50Progress Report, EGMU score (9, 0, 0, 1), avg = 2.70

CO-3 Write and present a technical proposal.This outcome is covered by the following performance task(s):Project Proposal, EGMU score (8, 2, 0, 0), avg = 2.80Statement of Work, EGMU score (6, 3, 1, 0), avg = 2.50Proposal Presentation, EGMU score (6, 4, 0, 0), avg = 2.60

CO-4 Conduct technical analysis and synthesis to complete a design project.This outcome is covered by the following performance task(s):Progress Report, EGMU score (9, 0, 0, 1), avg = 2.70

Project Final Report, EGMU score (7, 3, 0, 0), avg = 2.70CO-5 Write and present final project report, with complete technical design and

economic analysis as well as discussions related to specific projects.This outcome is covered by the following performance task(s):Project Final Report, EGMU score (7, 3, 0, 0), avg = 2.70Final Presentation, EGMU score (10, 0, 0, 0), avg = 3.00

Program Outcome AssessmentThe course may be selected to assess ABET outcomes:(a) Ability to apply knowledge of mathematics, science, and engineering. Students must refresh and apply relevant mathematics, science and engineering in

their respective design projects. This often goes beyond what has been covered in previous course work as necessity arises according to the project. It also demands an ability to acquire new knowledge and skill in real world.CO-1, CO-2, CO-4

(c) An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability.

Design projects require all levels of design ability, from basic components to complete system.CO-1, CO-2, CO-4

(d) An ability to function on multi-disciplinary teams.Students also learn to work in team in some projects. Even for projects by individuals, weekly briefing of progress is held in class for peer review and group discussion and suggestion.CO-1, CO-2, CO-3, CO-4, CO-5

(f) An understanding of professional and ethical responsibility.Professionalism and engineering ethics are discussed in class with examples.CO-1, CO-2, CO-3, CO-4, CO-5

(g) An ability to communicate effectively.Both written and oral communications are required in group and class setting, including formal presentation with multimedia.

CO-3, CO-5

(h) The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context.Various projects directly address global economic and environmental issues. In other cases globalization and environmental impact are a necessary part of the discussion and report.

CO-1, CO-2(j) A knowledge of contemporary issues.

Issues such as globalization, environmental protection, energy and resources, national security, etc. are discussed through the course.CO-1, CO-2

(k) An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.Different projects require use various hardware and software tools, such as machines tools, data acquisition systems, MatLab/Simulink, PTC Creo, Onventor, SolidWorks, etc.CO-1, CO-3, CO-4, CO-5

ABET Outcome (a)EGMU score Average

CO-1 (19, 9, 2, 0) 2.57CO-2 (28, 9, 2, 1) 2.60CO-4 (16, 3, 0, 1) 2.70Benchmark for Outcome (a) (63, 21, 4, 2) 2.62

ABET Outcome (c)EGMU score Average

CO-1 (19, 9, 2, 0) 2.57CO-2 (28, 9, 2, 1) 2.60CO-4 (16, 3, 0, 1) 2.70Benchmark for Outcome (c) (63, 21, 4, 2) 2.62

ABET Outcome (d)EGMU score Average

CO-1 (19, 9, 2, 0) 2.57CO-2 (28, 9, 2, 1) 2.60CO-3 (20, 9, 1, 0) 2.63CO-4 (16, 3, 0, 1) 2.70CO-5 (17, 3, 0, 0) 2.85Benchmark for Outcome (d) (100, 33, 5, 2) 2.67

ABET Outcome (f)EGMU score Average

CO-1 (19, 9, 2, 0) 2.57CO-2 (28, 9, 2, 1) 2.60CO-3 (20, 9, 1, 0) 2.63

CO-4 (16, 3, 0, 1) 2.70CO-5 (17, 3, 0, 0) 2.85Benchmark for Outcome (f) (100, 33, 5, 2) 2.67

ABET Outcome (g)EGMU score Average

CO-3 (20, 9, 1, 0) 2.63CO-5 (17, 3, 0, 0) 2.85Benchmark for Outcome (g) (37, 12, 1, 0) 2.74

ABET Outcome (h)EGMU score Average

CO-1 (19, 9, 2, 0) 2.57CO-2 (28, 9, 2, 1) 2.60Benchmark for Outcome (h) (47, 18, 4, 1) 2.58

ABET Outcome (j)EGMU score Average

CO-1 (19, 9, 2, 0) 2.57CO-2 (28, 9, 2, 1) 2.60Benchmark for Outcome (j) (47, 18, 4, 1) 2.58

ABET Outcome (k)EGMU score Average

CO-1 (19, 9, 2, 0) 2.57CO-3 (20, 9, 1, 0) 2.63CO-4 (16, 3, 0, 1) 2.70CO-5 (17, 3, 0, 0) 2.85Benchmark for Outcome (k) (72, 24, 3, 1) 2.69

Student Feedback:Students complain that one semester is too short to complete the project.

Instructor’s Comments:Scheduling conflicts need to be addressed so students can have enough time for this design course, perhaps by stretch this 4-credit course into 2 consecutive semesters. More training is needed in commonly used engineering and technical software, particularly MatLab/Simulink and Excel.

Prepared by Dr. Jong B. Lee Fall 2014