Mechanical Engineering Students Research Articles

PENINGKATAN MUTU AIR SUMUR SIAP MINUM MELALUI FILTRASI DENGAN BIAYA EKONOMIS

Water is one of important substance for human being. Good water for daily needs has to be clean, no colour and odorless. Other than that for consumtion good water also has to contain important minerals needed by human body. The villagers of Kampung Melayu RW 01 Kelurahan Setokok , Kecamatan Bulang uses rain water and digging well to get water for their daily needs. This water does not meet basic requirements for daily needs. In community service activity programme in 2020, the students of Mechanical Engineering of Engineering Faculty Uniba conducted education for the villagers on the importance of clean water for life and how to get it at low cost. The education focused on technical matter to get clean water by filtration system. Filtration method uses plastic bottle, gravel, cotton, charcoal and water tubing to purify water. After purification by filtration system water meets all requirements as stated in Indonesian Goverment Law Number 20 year 1990 on water quality standard. Keyword: filtration, purification, standard water.

Hubungan Nilai Praktik Kerja Industri (PRAKERIN) terhadap Minat dan Sikap Belajar Siswa Kelas XII Teknik Pemesinan di SMK Dhuafa Padang

Industrial work practice (PRAKERIN) is one of the applications of teaching methods in the form of field work, students are placed directly in the business world and the industrial world. This study aims to analyze the relationship that exists from the value of industrial work practice (PRAKERIN) with interest in learning and learning attitudes of XII grade students of Mechanical Engineering at SMK Dhuafa Padang. The type of research used in this study is correlational quantitative research. This study has three variables that will be analyzed. The three variables will be examined and analyzed to determine the relationship between the independent variable (X) and the dependent variable (Y). Industrial work practice (PRAKERIN) as an independent variable (X), Learning Interest (Y1) and Learning Attitude (Y2) as dependent variables. The method used is associative quantitative research method. Quantitative data in this study are the results of the answers to the student respondent questionnaire from class XII of the machining expertise program at SMK Dhuafa Padang. Based on the research results obtained by researchers, the following conclusions can be drawn. 1) There is a positive relationship between the value of industrial work practice (PRAKERIN) and student interest in learning at SMK Dhuafa Padang. 2) There is a positive relationship between the value of industrial work practice (PRAKERIN) and students' learning attitudes at SMK Dhuafa Padang. 3) There is a positive relationship between the value of industrial work practice (PRAKERIN) with students' interest in learning and learning attitudes at SMK Dhuafa Padang.

Validation of the use of concept maps as an evaluation tool for the teaching and learning of mechanical and industrial engineering

Abstract This paper presents the experimental work developed to measure the learning process through concept map analysis. The development of a concept map is requested by the students for each chapter or theme of the subject. As a result, maps from engineering courses have been analyzed. The measurements carried out consider several parameters, such as individual and team map building, student progressive knowledge level, and map complexity. Concerning the complexity analysis, the focus is qualitative, and it is based on the data extracted from the concept maps elaborated by the students. The study, conducted during the 2018–2019 academic year, included students from various academic levels and institutions, such as the Public University of Navarra UPNA and the University of the Basque Country UPV-EHU, covering first-degree students of Bachelor's Degree in Mechanical Engineering and first-degree students of Master's Degree in Industrial Engineering at UPNA, third-degree students of Bachelor's Degree in Mechanical Engineering at UPV-EHU. The data collected from 37 individual maps in Industrial Drawing, 31 group maps in Industrial Drawing, 12 individual maps in Design of Machinery, and 12 group maps in Design of Machinery, along with a control group of 79 students who did not participate in any activity, provided valuable insights into the effectiveness of concept maps for evaluating understanding levels and learning outcomes across various engineering subjects and academic levels. The learning outcome of the students is treated to obtain the level of understanding of complex systems shown by the students through the concept maps previously drawn and the questionnaire answered by each student about the achievement of learning results through the use of concept maps. This work shows the research methodology established and the learning results achieved qualitatively: measuring the maps by means of a rubric, self-assessment based on a survey, and through the questionnaires. Also, the results obtained in the final exams have been compared. From the observed results, this methodology is presented as a suitable alternative for evaluating the correct acquisition of concepts in online teaching situations.

Teaching of Physics in Engineering from Problem-Based and Project-Based Learning Approaches

Within the scope of this research, an evaluation was conducted on the problem-based learning (PBL) and project-based learning (PrBL) methods in teaching physics to mechanical and electrical engineering students at a public university in Peru. Two groups, each consisting of 15 and 16 students, were carefully selected to ensure uniformity in academic, socioeconomic, and emotional aspects. The measurement of academic performance was conducted both at the beginning and the end of the period. The statistical analysis using the t-student test revealed that the PrBL method was significantly more effective than PBL. These findings underscore the association between the choice of learning methods and the specific scientific area being taught, emphasizing the superiority of the PrBL approach in this educational context. This discovery suggests that implementing learning strategies that incorporate a project-based approach can be a valuable option to enhance academic performance in scientific disciplines.

An open‐source data acquisition platform for teaching vibration analysis

AbstractThe actual open‐source hardware and software tools offer a rich set of options for developing didactic tools to improve the teaching–learning process of various areas of engineering. Using low‐cost sensors, in conjunction with free software development tools, allows the creation of educational interfaces and platforms offering very acceptable performance and precision that help the student to become familiar with the basic principles that govern professional equipment. In this work, we propose a low‐cost system for data acquisition specially designed to improve the learning experience of experimental mechanics. To achieve this purpose, we use open‐source software and hardware tools to create a piece of educational equipment that is fully configurable for different sensors. We present the experimental results of two case studies: the vibration analysis of a rotor‐bearing system using acceleration signals and a free‐vibration study using a xylophone and a low‐cost microphone. The proposed platform helps authors to complement a 4‐month course named Vibration, intended for mechanical engineering students. The students who participated in the study demonstrated an improvement in their comprehension of vibration theory and modal analysis using the finite element technique. The feedback from students indicates that 84% of the participants are highly motivated to learn more about vibrations and experimental mechanics.

Constructivist Feedback-Based Assessment Method as Key for Effective Teaching and Learning: The Development and Impact on Mechanical Engineering Students’ Adaptive Capacity, Decision Making, Problem Solving and Creativity Skills

Educators must conduct assessments in their learning; it determines students’ weaknesses in the teaching material they follow during learning. Unfortunately, the implementation of assessment by educators was not optimal, and the weakness was that the existing assessment method was only fixated on assessing students without providing feedback on the assessment. At the same time, this feedback was essential for students in learning, which can help learners assess performances that cannot be seen and felt by themselves, as well as a tool to motivate students, notification or information, and reinforcement. Therefore, this research aimed to develop a Constructivist Feedback-Based Assessment Method for learning assessment. The method used in this research was Research and Development (R&D). After development, the Constructivist Feedback-Based Assessment Method for learning assessment will be implemented to see its effect on students’ adaptive capacity, decision-making, problem-solving, and creativity skills. Independent sample t-test and linear regression analysis were used as data analysis techniques describing the impact of the assessment on those skills. The results showed that the Constructivist Feedback-Based Assessment Method has five stages: preparing the assessment material, diagnostic assessment, assessment for learning, assessment of learning, and reflection. It effectively affects students’ skills, such as adaptive capacity, decision-making, problem-solving, and creativity. It can be concluded that the Constructivist Feedback-Based Assessment Method can improve students’ adaptive capacity, decision-making, problem-solving, and creativity. Novelty in this research was the existence of constructivism integrated into feedback-based assessment, which the existing assessment has not highlighted the constructivist side of assessment.

Hands-on engineering design in an undergraduate thermodynamics learning context

Hands-on engineering design is a critical element of quality engineering education commonly featured in the first and last year of undergraduate programs. Technical science and engineering coursework dominate the sophomore and junior year, often with fewer hands-on design experiences. We sought to mitigate this by integrating a hands-on engineering design project into a second-year thermodynamics-focused course for mechanical engineering students. We iterated on a heat-to-work device design project developed by Shepard and Hoxie to make it more open-ended, and to introduce a ‘who’ and a ‘why’ into the project by having students design devices to help hypothetical users accomplish tasks. We analyzed student reflections about the project using an inductive thematic approach. Our results indicate that the project was challenging; students consistently described experiencing failures. Most students were eventually able to succeed in the project using a combination of design iteration, risk-taking, and adaptation. They articulated growth in engineering design capabilities (including the valuation of simplicity in designs, brainstorming, applied learning, and time management), and increases in confidence (including takeaways about the importance of self-trust and intuition). In this paper, we present the revised project design and findings from its implementation using student and instructor reflections, and suggestions about how it could be implemented in thermodynamics courses for other mechanical engineering programs.

Engineering culture under stress: A comparative case study of undergraduate mechanical engineering student experiences

AbstractBackgroundEngineering culture research to date has described the culture as rigid, chilly, and posing many barriers to entry. However, the COVID‐19 pandemic provided an important opportunity to explore how engineering culture responds to a major disruption.PurposeThe purposes of this study are to understand how elements of engineering culture emerged in mechanical engineering students' perceptions of their classroom experiences during the pandemic and how their experiences varied across two national contexts.MethodThis qualitative comparative case study examines undergraduate mechanical engineering students' perceptions of their experiences taking courses during the pandemic at two universities—one in the United States and one in South Africa. Semistructured interviews were conducted across both sites with 21 students and contextualized with 3 faculty member interviews. Student interviews were analyzed using an iterative process of deductive coding, inductive coding, and pattern coding.ResultsWe identified two key themes that characterized participants' experiences during the pandemic: hardness and access to resources. We found that students at both sites experienced two types of hardness—intrinsic and constructed—and were more critical of constructed forms of hardness. We found that the South African university's response to facilitating student access to resources was viewed by students as more effective when compared with the US university.ConclusionsWe found that hardness remained a central feature of engineering culture, based on student perceptions, and found that students expressed awareness of resource‐related differences. A key distinction emerged between intrinsic and constructed hardness.

The Impact of an Educational Training Program on Basic Life Support and First Aid to Manage Risk Among Mechanical Engineering Students at Sudan University

The Impact of an Educational Training Program on Basic Life Support and First Aid to Manage Risk Among Mechanical Engineering Students at Sudan University

A Comparative Analysis of Student Perceptions of Recommendations for Engagement in Design Processes

Abstract Engineering designers are tasked with complex problems necessitating the use and development of various supports for navigating complexity. Prescriptive design process models are one such tool. However, little research has explored how engineering designers perceive these models' recommendations for engagement in design work. In this exploratory study, we analyzed data from individual semi-structured interviews with 18 mechanical engineering students to identify participant perceptions of design process models. As many design process model visualizations lack explicit attention to some social and contextual dimensions, we sought to compare perceptions among two models drawn from engineering texts and one model that was developed with the intent to emphasize social and contextual dimensions. We identified perceptions of the recommendations from the design process models related to starting and moving through a design process, gathering information, prototyping, evaluating or testing, and what they should consider. Participant perceptions across the three process models suggest different design process models make perceptions of certain recommendations more salient than others. However, participant perceptions also varied for the same process model. We suggest several implications for design education and training based on participant perceptions of the process models, particularly the importance of leveraging multiple design process models. The comprehensive descriptions of participant perceptions provide a foundation for further investigations bridging designers' perceptions to intent, behavior, and, ultimately, design outcomes.

The concept of teaching mechanical engineering students to prepare design documents in accordance with national and international standards

The purpose was to develop the concept of training students - mechanical engineers in the variable formatting of design documents in accordance with national and international standards and to create a set of educational and methodological materials for its implementation.
 The concept envisages the development and implementation of two simultaneously taught courses covering Ukrainian and international requirements for the development and execution of design documents. It is the simultaneous teaching of these courses that makes it possible to acquire the relevant knowledge and skills and to have a unique opportunity to compare different standardisation systems for the same type of design documents in accordance with different stages of the machine life cycle.
 The didactic foundations of the pedagogical process and modern principles of organising the learning process have been applied to involve the higher education seekers in mastering professional experience in the field of mechanical engineering and creating positive changes in the formation and development of the individual.
 New courses have been created and teaching materials have been prepared for mechanical engineering students to study national and international regulatory frameworks and master the practical skills of their use in future professional activities related to the formatting of design documents.
 The work applies a systematic approach that combines elements of the pedagogical system in conjunction with the integrity of the evolutionary development of the applicant, taking into account the dynamic state of development of the modern engineering industry at the national and international levels.
 Acquiring relevant knowledge and skills by higher education seekers in design documents following national and international standards ensures an increase in their professional status and competitiveness in the Ukrainian labor market and accelerates the adaptation of Ukrainian specialists to the current conditions of globalization in mechanical engineering

Boundary interactions of applied physics and mechanical engineering students in a challenge-based learning course

ABSTRACT Higher engineering education programmes increasingly include courses characterised by real-world problems and student collaboration in multidisciplinary teams. Research findings demonstrate that students remain limited in perceiving and meaningfully bridging disciplinary differences in these course contexts. Drawing on the literature on boundaries and boundary interactions, this study sought to investigate how applied physics and mechanical engineering students managed their disciplinary differences in a challenge-based learning course. Using a qualitative, case study methodology, data from two multidisciplinary student teams (n = 12) were collected through reflective journals, individual interviews, and observations of team meetings. The findings confirm the value of disciplinary boundaries in creating new learning opportunities. The students coordinated their disciplinary differences during discussions in team meetings, preparations for the project plan and the stakeholder pitch, and test sessions in the lab. Results provide insights for designing similar courses and for future research.

Developing engineering students’ engagement in academic writing classes using corpus-based instruction

Engagement is a core issue in language teaching and learning. Without the students’ active involvement in the teaching–learning process, educational objectives could not be achieved. Accordingly, the concept of engagement has been the focus of researchers, practitioners, and policymakers. This research examined the effects of corpus-based instruction on engineering students’ engagement in academic writing classes. The participants were 77 randomly selected fourth-year mechanical engineering students. The data were gathered through a self-reflective report and a journal and analyzed through an independent t-test, One-Way ANOVA, and narration techniques. The data showed that students who were instructed via corpus-based instruction improved their behavioral, emotional, and cognitive engagements better than their counterparts; the experimental group enjoyed the activities and actively participated in different academic writing processes. The data also attested that there was a significant statistical difference between the experimental group and the control group engagements. This research implied that EFL teachers should consider genuine and real-life linguistic features and activities when they design academic writing instruction to enhance their engagement during the instruction.

An Experiential Learning Opportunity in Norway: Computation for Bioengineering and Mechanical Engineering Students.

The global learning initiative at Northeastern University is focused on fostering intercultural communication skills. The Dialogue of Civilization (DOC) program serves as a mechanism to achieve such a goal by offering faculty-led international experiences. In this paper, we have presented a detailed account of a DOC program that took place in Norway. The primary objective of the program was to teach mechanical engineering and bio-engineering students computational skills while stimulating critical thinking about the cultural and social aspects of technology and engineering in Norway. The program focused on two courses: a technical course and a special topics course. The technical course introduced students to finite element analysis, with practical applications and site visits in Norway to enhance experiential learning. In the special topics course, the interplay between modern technologies, like green energy, state policies, and the rights and traditions of the indigenous Sámi people was explored. The course highlighted both the progressive social policies in Norway and the historical discrimination against the Sámi. Student feedback was positive and experiential learning components such as guest lectures and site visits were particularly appreciated. Additional surveys showed that students' self-confidence was higher following the DOC program. In addition, female-identifying students had higher confidence in their future success after completion of this program as compared to their male-identifying counterparts. Our paper is expected to serve as a resource for educators seeking to integrate technical education with intercultural experiences and discussions on social and cultural impacts in engineering.

Application of Metalwork Technology Education Skills in the Fabrication of Vertical Palm Kernel Nut Cracking Machine

The study examined the role of Vocational Skills in the construction of a Vertical Palm Kernel nut cracking machine. Descriptive research design was used. The population was Nineteen (19), which comprises of Five (5) instructors and Fourteen (14) NO 2 Mechanical Engineering Students of Federal Polytechnic Ekowe, Bayelsa State. The whole 19 was also used as the sample because it is relatively small; a questionnaire titled “Application of Vocational Skills in the Fabrication of Vertical Palm Kernel Nut Cracking Machine Questionnaire (AVSFVPKNCMQ)” was used for the data collection. Five research questions and hypothesis were raised for the study. Mean and standard deviation was used to analyze the data collected while t-fest was used to test the two-null hypothesis at 0.05 level of significance. Findings revealed that Vocational Skills such as Measuring Filling Cutting, Welding and Assembling are needed by students for the fabrication of the Vertical Palm Kernel nut cracking Machine. It also revealed the problems associated with cracking and supply-demand gap of Palm Kernel. It was therefore, recommended that government and Private Fabricating Firms should go into full production of cracking machines to aid in mass production of cracked shells and nuts from palm fruits to meet the needs of Pharmaceutical, Cosmetics as well as Food Processing Industries.

Preparing the next generation of mechanical engineering graduates: identifying and combating the digital skills

In connection with the rapidly growing role of digital technologies, great importance is attached to the level of «digital literacy» of specialists, that is, their ability to perform tasks in a digital environment. The engineering industry is no exception. It should be viewed as high-tech, requiring innovation and improvement to remain competitive in today's digital economy. Digital tools open up many possibilities. However, realizing these benefits requires a new approach to the challenges posed not only by new technology, but also by the human component. In order for the future generation of engineers to be competitive, during their training it is extremely important to develop skills in using digital technologies not only on the basis of professional disciplines, but also general professional ones using the example of studying the discipline «Hydraulics and Hydraulic Drive». With digital literacy skills, students can plan learning that will help them think critically, creatively, and innovatively. The main purpose of this study was to determine the required skill set of the future «mechanical engineer». To achieve this goal, the following tasks were formulated: (1) to understand the importance of digital technologies for mechanical engineering students; (2) identify gaps in current skills; (3) identify opportunities to use digital technologies to improve operations; (4) identify the benefits of digital technologies in future engineering projects; (5) analyze data indicating the percentage of students using and integrating information and communication technologies into learning during practical training. The authors consider the need for digital skills using the example of training areas 05.23.01 «Land Transport Systems» and 03.15.02 «Technological Machinery and Equipment» (profile «Oil and Gas Industry Equipment»).

Persepsi Siswa Teknik Permesinan Mengenai Kesehatan dan Keselamatan Kerja di Workshop Permesinan SMK Dhuafa Padang

This research aims to determine the perceptions of mechanical engineering students regarding occupational health and safety in the machinery workshop of SMK Dhuafa Padang. This research method uses this research using quantitative data. Based on this quantitative data, it will be possible to describe the perception of mechanical engineering students regarding occupational health and safety in the Dhuafa Padang Vocational School machining workshop. This research was conducted in January–February 2024 at SMK Dhuafa Padang. The total population is 60 students. The sampling technique used was a total sampling of 60 students. Based on the research results, it can be concluded that students' perceptions regarding occupational health and safety at the Dhuafa Padang Vocational School's Machinery Workshop on student health and safety indicators are 84%, so they are included in the Good category. Students' perceptions regarding occupational health and safety in the Dhuafa Padang Vocational School's Machinery Workshop on work environment health and safety indicators are 80.9%, so they are included in the Good category. Student Perceptions Regarding Occupational Health and Safety in the Machinery Workshop of SMK Dhuafa Padang on the tool health and safety indicators are 78.2%, so it is included in the fair category. Student Perceptions Regarding Occupational Health and Safety in the Machinery Workshop of SMK Dhuafa Padang on Material Health and Safety Indicators are 79.6%, so it is included in the fair category.

Constructivist Feedback-Based Assessment Method as Key for Effective Teaching and Learning: The Development and Impact on Mechanical Engineering Students’ Adaptive Capacity, Decision Making, Problem Solving and Creativity Skills

Constructivist Feedback-Based Assessment Method as Key for Effective Teaching and Learning: The Development and Impact on Mechanical Engineering Students’ Adaptive Capacity, Decision Making, Problem Solving and Creativity Skills

Exploring Experiential Learning Techniques to Foster Visualization and Imagination Skills among Mechanical Engineering Students during the Teaching of Jigs and Fixture Concepts

Abstract— Jigs and fixtures are essential tools for modern manufacturing and machining processes. They contribute to precision, efficiency, cost-effectiveness, and safety in various industries, ultimately impacting the quality and competitiveness of products in the market. This course improves the visualization, imagination and drawing skill of the students which are helpful to them to draw their ideas clearly and rapidly, to read the drawing drawn by others and to create successful design. Manufacturing process course includes Jigs and fixture topic in this topic it is expected to imagine, visualize and develop the engineering drawing as per given requirements which includes orthographic projections in which imagining 3D objects are required to convert in 2D drawing. The students of second year mechanical engineering find this task difficult due to no prior basic knowledge, poor imagination and visualization skill. These skills are improved by experiential learning. Hence the attainment of the course learning outcome related to these topics is recorded low. To overcome this problem, a experiential learning approach implemented along with classroom teaching in order to enhance the, visualization, imagination and technical drawing skill of second year engineering students. In this article, the author has presented the efforts taken to improve the visualization, imagination and drawing skill through active engagement of students for learning in the classroom and outside of classroom. Due to systematic implementation of experiential learning, student’s engagement towards learning, attainment of the course outcomes (COs) and overall exam result of the course have been improved Keywords— Course Learning Outcome, Jigs and fixtures, Drawing, Experiential learning.

Analysing ESL Proficiency and its Nexus with Higher Education: A Comprehensive Study on English Language Competency among Indian Engineering Students

This empirical study analyses the role played by Indian National Curriculum Framework and its instructional materials in imparting English language as in relevance with the academic achievement and career development of Indian engineering learners. This endeavour has been studied with an impartial assessment of ESL (English as a Second Language) proficiency among Indian engineering students, encompassing those from both regional and English-medium educational backgrounds. The study used random sampling method to identify 150 mechanical engineering students as its target papulation. It tested the English language proficiency of engineering students from both regional and English medium school backgrounds separately and compared the frequency and mean values of the results. The observations from the tests results (IELTS practice tests - Band Score) showed that students who were educated in an English-speaking environment fare somewhat better than their peers educated in a regional medium background. The outcome and findings from the result opines that ESL teaching and learning among students in regional medium schools in India has not attained its zenith. It is below par excellence when compared with English medium schools. This is owing to a curricular structure that does not appear to be suitable for India's diverse classrooms (Indian heterogeneous classrooms). Therefore, the researchers proposed a curriculum which is flexible, impartial, and capable of supporting all sorts of students’ educational needs by pairing with English language skills