Mechanical Engineering Course Research Articles

Building Entrepreneurial Mindset: Motivating Curiosity, Connections, and Creating Value in an Assistive-Device Design Project.

Developing entrepreneurial mindset (EM) can help students understand the bigger picture, recognize opportunities, and learn from mistakes to create value. The purpose of this work was to promote EM development in a required junior-level mechanical engineering course. A pre-existing assistive device project was adapted to incorporate entrepreneurial-minded learning activities requiring students to demonstrate curiosity, make connections, and create value. The project was completed across the entire semester. Students created photojournals and participated in activities to build empathy for project clients. Value propositions were developed and presented before the course content was applied to design and evaluate assistive devices. At the conclusion of the project, the students reported high self-efficacy with the EM-related project objectives.

English

English

Grand Design of RX Curriculum in Course of Mechanical Engineering

Grand Design of RX Curriculum in Course of Mechanical Engineering

Construction of integrated practice courses in mechanical engineering based on outcomes

Construction of integrated practice courses in mechanical engineering based on outcomes

Improvised Freon Extractor as an Innovative Trainer

The decade of the 1990's has been a challenging time for the Heating, Ventilation, Air Conditioning, and Refrigeration (HVAC&R) industry worldwide. Due to its vital role in the destruction of the stratospheric ozone layer, provisions of the Montreal Protocol and its various amendments required the complete phase-out of chlorine-containing refrigerant such as chlorofluorocarbons (CFCs) and hydrochlorofluorocarbons (HCFCs). Appliances such as window type air-conditioners, motor vehicle air-conditioners, and refrigerators, rely on ozone depleting refrigerants and their substitutes. In this case, the regulation of the Environmental Protection Agency (EPA) which prohibits the venting of refrigerants compounds to the atmosphere must be followed. Along this line of concern, educational institutions need to be aware of this technological gap specifically in developing programs in Heating, Ventilation, Air-conditioning and Refrigeration for environmental protection against incorrect disposal of refrigerant. The aim of this study was to develop an Improvised Freon Extractor as an Innovative Trainer to help students and instructors in the Bachelor of Industrial Technology and
 Bachelor of Science in Mechanical Engineering courses in their effective teaching-learning of lessons in Refrigeration and Air-conditioning subjects. The results of the study revealed that the developed innovative trainer contains the following parts: electrical parts - includes the dual capacitor, banana plug, compressor, fan motor, air swing motor, air swing motor switch, thermostat switch, and selector switch; nonelectrical parts - frame housing, frame cover, suction and discharge valve, caster wheels, filter receiver drier assembly and condenser. The Improvised Freon Extractor as an Innovative Trainer was also found to be suitable to serve as an alternative learning material that assists the learning of Refrigeration and Air-conditioning subjects in the Bachelor of Industrial Technology and Bachelor of Science in Mechanical Engineering courses

Reform and Reconstitution of Core Courses in Mechanical and Electronic Engineering Under the Background of New Engineering

With the arrival of the intelligence era of Industry 4.0, social development has shown complex and diversified characteristics, gradually forming an innovation ecological environment constructed by vertical interaction of multi-layer innovation systems and horizontal collaboration of multiple organizations and departments, which has posed extremely challenging requirements for higher engineering education to cultivate engineering talents with comprehensive engineering qualities who can solve complex engineering problems. However, practical engineering problems may involve a complex knowledge chain of interdisciplinary and multi-disciplinary cross-coupling. Therefore, higher engineering education needs to form a new interdisciplinary and multi-disciplinary integrated engineering innovation talent training system. Based on the characteristics of the mechanical and electronic engineering major, we will reshape and reconstruct the core courses of the mechanical and electronic engineering major. Two core courses are formed: Drive and Measurement and Control I and Drive and Measurement and Control II, with information flow and energy flow as the main lines, following up with the comprehensive practical curriculum system based on the unity of knowledge and practice and ability-oriented thinking, supporting teaching objectives, promoting students’ individual development, and providing guidelines for relevant curriculum reforms.

Instructors’ Perspectives on Enhancing Sustainability’s Diffusion into Mechanical Engineering Courses

This research strives to catalyze a more extensive integration of sustainability topics into mechanical engineering (ME) courses. The process through which higher education instructors choose to integrate sustainability topics into their courses was conceptualized using diffusion of innovation theory. The research explored two questions: (1) What factors were influential to front runners (innovators or early adopters) for sustainability integration in undergraduate courses taken by ME students? (2) What factors could spur non-adopters to integrate sustainability into their courses? The study included a survey (with 53 respondents who taught sustainability and 14 respondents who did not teach sustainability), 10 interviews with innovators and early adopters, and a focus group of 5 participants. The results were explored primarily from the perspective of meeting the needs of instructors (the target users). Peer-to-peer interactions were found to be important across all user groups. Practices that would help motivate later adopters include prepared curriculum- and university- or department-based support in the form of mission statements, training, mandatory sustainability inclusion, and a sustainability office to provide support. Diffusion of innovation theory provides insights into which strategies are likely to be most effective in expanding the number of faculty members who integrate sustainability topics into their courses.

A Study in Aircraft Heating System Trainer Model AS-43 for Aeronautical Engineering Students Practice

The Model AS-43 heating system trainer is a fully operational model of a light aircraft heating system demonstrating the combustion air heater method. Heat transfer is related to the mechanism that happens in this process. This study aims to utilize the trainer Model AS-43 for practical experiments in aeronautical engineering education. The research objectives include developing standard operating procedures, determining system parameters, and proposing improvements. The significance of the study lies in enhancing the teaching scope for aeronautical engineering students and improving the aircraft heating system trainer Model AS-43. The obtained results and calculations serve as valuable data for aeronautical engineering education and can facilitate further analysis and improvements in the field. Recommendations are made to enhance the trainer's utilization, including incorporating appropriate measuring tools. Implementing these recommendations would maximize the trainer's educational potential, allowing it to be utilized as an effective teaching tool for mechanical and aeronautical engineering courses. The proposed changes could improve students' comprehension, promoting better learning outcomes and advancing aviation education.

Implementation and benefits of hybrid methodology: Flipped classroom and project-based learning in mechanical engineering courses

This research article introduces a hybrid methodology encompassing project-based learning (PjBL) and flipped classroom (FC) approaches. It is aimed to advance the comprehension of the implementation and benefits of FC and PjBL methodologies, particularly within engineering education. The hybrid methodology was implemented in a Mechanical Engineering program during the first semester of 2022. It was designed to address synchronous class restrictions caused by the pandemic, leading to online classes via the Microsoft Teams platform. The population consisted of 101 students from various semesters and courses. Implementation involved quizzes, workshops, a classroom project, and personal challenges as evaluation activities. The FC materials included explanatory videos, solved problems, readings, and slides. These materials were organised on the Moodle platform. The research employed quantitative and qualitative methodologies, formulating five hypotheses and designing a 14-indicator survey. The data were analysed using statistical methods such as Cronbach's alpha, Guttman's split-half, Kolmogorov–Smirnov, KMO analysis, Bartlett's test, principal component analysis, Kruskal–Wallis ANOVA, and Spearman's rho. Results indicated excellent reliability of the survey indicators, non-parametric data, and good adequacy of the proposed structure. Analysis indicated that the implementation of this methodology leads to significant benefits in terms of satisfaction, emotional engagement and stimulation levels, resulting in more effective learning and preference over the traditional approach. The perception of technology, timing, and content of videos varied among different courses. Positive comments from students supported the benefits of the hybrid methodology. It was recommended to improve the selection and quality of study materials.

Modal finite element correlation for computer aided engineering education

AbstractThe main challenge faced by many mechanical engineering educators is the implementation of real solutions during their courses. One alternative can be a realistic case study, where the students can be engaged in the development and analysis process currently applied in the industry. This kind of teaching process not only can be used to improve the quality of teaching‐learning process but also the students can have opportunities to solve real engineering problem. Therefore, this paper reports a realistic case implemented in mechanical engineering courses given in bachelor's and master's degrees. The component under evaluation has been selected considering the student's interest, this criterion was also taken to involve several students into a real project process to their learning development. The same problem was solved during an academic semester, it was solved using different approaches and student's abilities. This procedure can be replicated for students and teachers by following steps. The first step in this process was to describe the theoretical basis for modal analysis to understand how it was structured a numerical finite element model. This model was then solved and simulated using Hypermesh, Optistruct, and HyperView software to obtain numerical modal parameters. On the other, hand, the experimental modal parameters were obtained using a three‐dimensional scanning vibrometer on 60 samples. It is well noted that the implementation of engineering software commonly used at the industry would increase students' confidence. This allows students to perform real problem‐solving activities to develop outcomes as establish goals, plan task, meet deadlines. These activities are extremely important to the actual automotive industry. Therefore, this paper shows an engineering solution process to provide a learning alternative to teach the modal finite method solutions correlation with experimental solutions.

Teaching and Learning Computational Mathematics with Intensive Application of the Virtual Campus

Nowadays, the field of professional development in engineering requires appropriate and relevant training for a satisfactory insertion in the labor market. This requires that educational institutions provide not only the specific knowledge of the career being studied but also must complement it with other skills necessary for adequate performance in the work environment. Based on these premises, this paper describes the design of a classroom experience to be implemented in the subject of Advanced Calculus (AC), a third-level subject of the Mechanical Engineering course. The proposed activities are developed in the Computer and Multidisciplinary Laboratory of Basic Sciences available at the faculty and seek to encourage the use of the virtual campus, where the mediation between the content of the subject and the concrete applications of simple engineering models are the axis to develop the topic: Analytical Functions of Complex Variables (AFCV).

Hybrid project-based didactic strategy in mechanical engineering courses

Adopting a didactic strategy that promotes education and autonomous work in the training of an engineering student while it generates academic products for the teacher-student binomial is a real possibility. The application of such a strategy in the hybrid educational model is presented to implement interactive courses in the Mechanical Engineering career at the Universidad Nacional Autónoma de México. The methodological foundation is highlighted as a basis for the pedagogical design of the bimodal courses, and the practical cases developed by the authors in the undergraduate and graduate programs in mechanical engineering under this modality are presented. The research provides the analysis of results obtained from seven subject programs during the last academic periods from the second semester of 2015 to the first semester of 2022. The research based on design specifications, learning objectives, temporal organization, activities, formative and summative evaluation, and a scoring guide proved the efficiency of hybrid format for mechanical engineering courses.

Research on the Classroom Teaching of Engineering Mechanics in Vocational Colleges

The Engineering Mechanics course has great significance in vocational education as it affects the quality of subsequent specialized courses, such as mechanical design, control technology, and automation. However, the teaching quality of Engineering Mechanics in vocational colleges has been subpar due to the extensive knowledge points, abstract concepts, complex formulas, and other factors. This paper aims to elucidate the early-stage research conducted by scholars and analyze the primary issues in the teaching of Engineering Mechanics. Furthermore, we provide five concrete suggestions to improve the teaching quality of this course. The findings of this study may serve as a reference for innovating the teaching model of Engineering Mechanics in vocational colleges.

Development of an Educational Fuel Cell System for Mechanical Engineering Course

Although there is growth in electrochemical system applications such as batteries and fuel cells to power land and air transportation and the current push for hydrogen technology, modeling and control design of thermal and power aspects of such systems is not commonly taught. To incorporate such content, an educational learning hardware system with software interface had been constructed to teach process dynamics and control in selected undergraduate mechanical engineering courses. Given a fuel cell is an energy conversion unit that uses chemical fuel to produce electricity without combustion, a set of student groups developed an educational laboratory system that ensured reliable and consistent power delivery from fuel cell as well as stable hydrogen production using cost-effective and off-the-shelf resources. A 100W Proton Exchange Membrane Fuel Cell (PEMFC) system was constructed through integration of hardware components, and user software interface like MATLAB for accessibility and ease of use in a laboratory course setting. The interface accessed remotely or face-to-face allowed for flow rate, pressure, and temperature measurements to be recorded for student analysis related to understanding of thermal and power performance and management of fuel cell and/or electrolyzer at different operating conditions. The system performed well based on initial testing by a pilot group of other students. It will be implemented in an upcoming course offering related to energy conversion and/or thermal fluid laboratory.

ENHANCING ONLINE PRACTICAL COURSES IN MECHANICAL ENGINEERING: DEVELOPMENT AND ANALYSIS OF INNOVATIVE METHODS

This research paper introduces three innovative approaches for delivering online practical courses in the field of mechanical engineering. With the increasing popularity of eLearning platforms, educators have been encouraged to adapt their teaching methods accordingly. However, teaching practical mechanical engineering courses online has posed significant challenges due to the reliance on machinery and hands-on equipment. This study represents a pioneering effort in proposing new methods to address these difficulties. The primary goals of this research are to establish the feasibility of conducting practical courses online and to provide solutions for enhancing the quality of such courses. To achieve these objectives, the study focuses on the development, application, and analysis of pedagogical approaches, virtual tools, and simulation software. The research was carried out with three student groups enrolled in two Tunisian Higher Institutes of Technological Studies. Based on the evaluations of these experiences, the implementation of new methodologies has led to a significant improvement in students' practical skills.

MODULE’S INFLUENCE ON BASIC ENGINEERING MECHANICS’S LEARNING OUTCOMES OF CIVIL ENGINEERING STUDENTS

Modules are teaching materials that contain learning objectives, learning material/substance and evaluation so that students can learn independently and be more active in learning. The purpose of this study was to determine the effect of using the module on student learning outcomes in first semester of the Civil Engineering Study Program, Faculty of Engineering, Graha Nusantara University in the Basic Engineering Mechanics course and the magnitude of the increase in learning outcomes. The research method used was quasi-experimental method with a pretest-posttest control group design. The number of samples is 40 students, which are divided into two groups. Data collection uses test techniques (questions) through pre-test and post-test. Data processing was performed using Statistical Product and Service Solution (SPSS) version 21.0 for Windows. Based on the results of the t-test, it was found that tcount ≥ ttable or 4.2058 ≥ 2.023 meaning that Ho is rejected or Ha is accepted. So that the module-based learning model affects the learning outcomes of Basic Engineering Mechanics students of the Civil Engineering Study Program, Graha Nusantara University Padangsidimpuan with an increase in learning outcomes of 41.86%. Meanwhile, the conventional learning model is only able to increase the learning outcomes of Basic Engineering Mechanics by 28.69%. The module-based learning model has a percent effectiveness of 35.19% to improve Basic Engineering Mechanics learning outcomes. Thus, the application of a module-based learning model is very suitable and effective for colleges used.

CLASSROOM OBSERVATION IN ESP: A CASE STUDY OF MECHANICAL ENGINEERING STUDENTS’ EFL COURSE

This research work shed light on classroom observation to measure the implementation of ESP in Mechanical Engineering Course. Two lecturers of this major were observed by the writer during their English instructional classes. There was observation, syllabus document and semi-structured interview used as the instruments by the writer in gathering the data. These data were descriptively analyzed and reported to answer to the issues revealed as the background of the study. The classroom observation indicated that: 1) Both lecturers did not fully implement in their English classes; 2) All the elements of ESP, namely: needs analysis, syllabus design, teaching materials, learning activities, and evaluation needed to be developed and improved by these two lecturers; 3) There were several possible causes that made ESP implementation of these two lecturers became ineffective; a) the policy of the institution which managed English course of all non-English majors in integrated including syllabus design and text-book used, b) this policy made the lecturers difficult to modify their teaching activities and evaluation since the text-book used was not appropriate with students’ needs in this major, c) limited English prior knowledge of the students which made the lecturers hard to come to specific English without firstly equip the students with general English. 

Designing Learning Media Using Augmented Reality for Engineering Mechanics Course

The development of digital technology for education is continuously conducted to successfully integrate digital technology with people's lives. This study aimed to develop an Augmented Reality learning media application for the Engineering Mechanics course, which is considered challenging by some students. Engineering mechanics, a discipline that analyzes structural analysis in compensating for the loads that work on a particular machine in scalar quantities, motion forces, vectors, and moments that require physical structural forms to analyze them, is considered challenging by some students. The Augmented Reality application was created using the prototyping method, which consists of three steps: 1) listening to the customer, 2) building/ revising mock-up, and 3) customer test-drivers mock-up. The AR-based learning media application includes usage instructions, developer info, learning videos, 3D AR object animation simulations, and exercise and discussion menus, which were tested as expected. The results of the black box testing indicate that the Augmented Reality-based engineering mechanics learning media application ran successfully as expected. However, users suggested improving the navigation speed by streamlining page transitions. The application provides an accessible solution for students as an alternative to traditional distance education, offering anytime, anywhere access to learning materials with longer duration.

Synchronizing Teaching Resources of Energy Conservation Principle in Mechanical Engineering Courses- Year 2 Updates

The conservation of energy, mass, and momentum are three governing laws of physics that are regularly uttered in teaching engineering courses. Mechanical energies in the form of kinetic and potential forms are the most common forms of energy in dynamics. Fluid flow energies relating to pressure, velocity, elevation, fluid friction, pump, and turbine are covered in fluid dynamics. In thermodynamics course, the first law deals with heat energy and work that can alter internal energy in a system. In all these courses, the conservation of energy states that the amount of energy remains constant, that means that energy is neither created nor destroyed but transferable from one form to another, keeping the total energy same within a fixed domain. Students are initially exposed to energy balance equation in their first Thermodynamics course. In this course, emphasis is placed upon those parameters of specific interest related to energy to this subject. We attempted to tie the concepts of the energy balance equation through 1st Law in thermodynamics to those emphasized in Fluid Mechanics. This was accomplished by taking the students from the starting point of the thermodynamics’ first law for Energy Balance equation to the finished Fluid Mechanics’ Bernoulli’s equation. In the following semester, students were again taken through the process of converting the 1st Law of thermodynamics to Bernoulli’s equation of fluid mechanics. Direct and indirect assessments were then conducted to measure students’ understanding on the energy and its conservation. Through a series of questionnaire and their feedback, Students were found to be more knowledgeable in the conservation of energy through the synchronization of energy balance concepts in these two courses. This presentation is a part of work-in-progress project that we first presented at 2022 WVAS meeting.

Analysis of the development of competencies in subjects related to materials science through the software Ansys Granta EduPack® in Brazilian Portuguese

Theories in the educational area are constantly evolving. Learning theories, knowledge images and competencies are ideas frequently used in teaching; this is not different in engineering education curricula. Many computational resources that help education are now available, and one of them is Ansys Granta EduPack®, a tool that aids engineering students in materials selection, among other activities. Even though this may be especially useful, the language used may cause some difficulties. The influence of using this software in both languages, English and Portuguese, was investigated with two groups of students attending Metallic Materials from an undergraduate mechanical engineering course at Centro Universitário FEI. They were monitored for one semester to study the development of their competencies by using learning theories and knowledge images. This software was translated into Brazilian Portuguese and was used in laboratory classes, allowing both the analysis of the influence of the language on the development of competencies and the knowledge acquired throughout the semester. This was based on what students said, and it was noticed that the translated version has its advantages, allowing the students to focus on the assignment proposed and on the usage of the knowledge acquired, even those who are English fluent. It was also found that the use of different tools is necessary for the development of competencies.