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Mechanical Engineering DepartmentCourse Evaluation Forms

Spring 2006 Semester

ME 101, Introduction to Mechanical Engineering, Nhut Ho............................3ME 101, Introduction to Mechanical Engineering, Tim Fox............................8ME 286B/L Introduction to Mechanical Engineering Design II, Bob Ryan....11ME 286B/L Introduction to Mechanical Engineering Design II, Sue Beatty..15ME 309 Numerical Analysis of Engineering Systems, Khachatourians........18ME 309 Numerical Analysis of Engineering Systems, Thompson................21ME 309 Numerical Analysis of Engineering Systems, Youssef....................25ME 335 Mechanical Measurements, Bob Ryan...........................................28ME 370, Thermodynamics, Alan vonArx......................................................32ME 370, Thermodynamics, Larry Caretto.....................................................35ME 370, Thermodynamics, Shoeleh diJulio.................................................38ME 375, Heat Transfer, Shoeleh diJulio.......................................................44ME 390, Fluid Mechanics, Susan Beatty......................................................53ME 435, Mechatronics, Stewart Prince........................................................56ME 435L, Mechatronics Laboratory, Stewart Prince....................................62ME 484/L, Control of Mechanical Systems, C. T. Lin...................................67ME 485, Principles of Pollution Control, Shoeleh diJulio..............................70ME 486AB, Senior Design, Bob Ryan..........................................................78AE 486AB, Senior Design, Tim Fox.............................................................82ME 491, Thermal-Fluids Laboratory, Frazier Thompson..............................86ME 493, Hydraulics, Susan Beatty...............................................................90ME 493, Hydraulics, Bob Ryan....................................................................92ME 496GDT, Geometric Dimensioning and Tolerances, Kachatourians.....95ME 501B, Seminar in Engineering Analysis, Tom Mincer............................97ME 515, Dynamics of Machines, Zheng Liu.................................................99ME 562, Internal Combustion Engines, Stewart Prince..............................101

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ME 575, Applied Heat and Mass Transfer, Sid Schwartz...........................105ME 595AIV, Design of Autonomous Intellectual Vehicles, C.T. Lin............108

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Mechanical Engineering - Course Evaluation Form

Course Number: ME 101 Instructor: Nhut Tan Ho Semester/year: S 2006

The purpose of this is form is to document the achievement of course objectives and program outcomes in the courses that you instruct. Answers to the questions below should cite supporting evidence from your own observations, student performance on assignments and examinations, and other feedback.

x First time course taught by this instructor Course taught previously

Course prerequisite(s)Physics

Were the students adequately prepared by prerequisite courses? Yes x No

Were changes implemented since the last time this course was taught? Yes x No If Yes, what changes were made since the last time this course was taught? Did these changes improve the course?

Changes made since last time Effects of change

Provided early exposure to systems building: A complete mechanical design process of conceiving, designing, implementing, and operating (CDIO) a system was introduced. The Sterling Engine was used as the basis for this.

This change proved to be effective in introducing students to the CDIO framework for engineering practice in product and system building. It also helped increase students’ involvement with the class and laboratory, as evidenced by the self-initiated projects that they started on their own and the extra time that they spent in the laboratory outside class time and during the Spring break.

An introduction to problem-solving and communication skills; and ME topics: mechanics, materials and stresses, energy-thermal-fluid systems, motion and power transmission.

In combination with the lecture, the CDIO-based project provided a powerful way to reinforce the ME topics taught in the lecture. Students were able to explain how an engine works, make “ball park” estimation of the energy/power generated, and understand the relationship between the different topics covered in the ME curriculum through the Sterling Engine that they worked on.

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Taught machine shop skills: basic machining skills, measuring and reading dimensions, and safety rules.

Students expressed a strong sense of “empowerment”, enjoying the hands-on aspect of the course and creating/building mechanical parts. Some students used the shop skills learnt to work on other projects.

If Yes, what changes should be made the next time this course is taught?

Changes recommended for next time Purpose of changes

Introduce or add more content and class time to topics on enhancing students success as engineering students and as persons by bringing about positive behavioral and attitudinal changes in these areas:

a. Community building: students in the class make up a supportive learning community.

b. Professional development: students are motivated by a clear understanding of mechanical engineering as a profession, and conduct themselves ethically and in a professional manner.

c. Academic development and Personal/Interpersonal Growth: students know about and put into practice positive attitudes and productive behaviors in team-based environment that will result in academic success.

d. Orientation: students understand how the ME department and the engineering college and the university work, and how to take best advantage of the resources available to them.

Consistent with the research results on factors preventing freshmen from succeeding, I found that our freshmen do not know about or practice positive attitudes and behaviors conducive for their academic success. These changes aim to help students develop academic success strategies (e.g., study and time management skills, effective use of resources from peers, professors, campus resources), and to introduce essential personal and interpersonal skills (e.g., teamwork).

Most useful comments from students:“I like to have the laboratory opened more outside class time.”

“The Solidworks and Esprit and CNN machining are very good for learning.”

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Are changes called for the next time this course is taught? Yes x No

Achievement of Course Objectives/Demonstration of Program Outcomes

Did the students demonstrate achievement of the course objectives and program outcomes specific to this course? In the table below, rate achievement of objectives/outcomes using evidence from direct assessment of student work, student surveys, etc.

Course Objectives/Program Outcomes

List Course Objectives first, followed by Program Outcomes

Means of Direct Assessment by Instructor—what evidence was

used for your assessment?

Instructor’s Direct Course Objective

Assessment4=Excellent to

0=Poor

Improved(yes/no/same) compared

to last year

Introduce students to the ME profession

Introduce students to a complete mechanical design process of conceiving, designing, implementing, and operating (CDIO) a machine/product.

Introduce students to problem solving and communication skills, and ME topics: mechanics, materials and stresses, energy-thermal-fluid systems, motion and power transmission.

Introduce students to mechanical engineering software: computer-aided design, manufacturing software the internet, word processing, spreadsheets, and power point,.

Teach students machine shop skills: basic machining skills, measuring and reading dimensions, and safety rules.

Exams,, opportunity sets (formally called homeworks), Computer-Aided-Design lab assignments and mini-projects, In class pair-share discussions and debates, student evaluations of instructor and class at the midpoint of the semester and at the end of the semester, student surveys at mid semester and at the end of the term on skills improvement, instructor reflective Memos

3.75

3.5

3.3

4

3.75

n/a (this is the first time this instructor taught this class)

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If sampling, please indicate the approximate percent of the class sampled: 100%

Demonstration of Program OutcomesDemonstration of Program Outcome in the course Course Objectives that

contribute to this program outcome

Instructor’s Assessment(0= poor, to 4= Excellent)

Improved(yes/no/same) compared to last year

Outcome a: Apply knowledge of math, science and engineeringDemonstrates Specific Engineering Knowledge of subject area 3Demonstrates Interest in Continuous Learning 3Demonstrates Initiative 3Demonstrates Analysis and Judgment 3

1-5 3 n/a

Outcome c: An ability to design a system, component, or process to meet desired needsIdentify Design Problem and Constrains 3.5Explores Alternative Designs 3Uses Analytic Tools with Moderate Effectiveness 4Documented Final Design 3.5

8 3.5 n/a

Outcome e: An ability to identify, formulate, and solve engineering problems Demonstrates Specific Knowledge of Subject Area 3Demonstrates Initiatives 2Demonstrates Innovation N/ADemonstrates Analysis & Judgment 3Demonstrates Effective Communication in Identifying, Formulating and Solving Engineering Problems 3

1-5,8 3.5 n/a

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Outcome g: An ability to communicate effectivelyShows Has Good Overall Communication Strategy and Structure 3Effective Written Communication Tools 3Effective Oral/Visual Communication Tools n/a

9-11 3 n/a

Outcome h: The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context Demonstrates Knowledge of Engineering and its Impact on Economic, Ethical and Environmental Issues 3Demonstrates Ability to evaluate existing and Emerging 3 Engineering or Technological Alternatives to Prevent or Minimize Adverse Impacts n/a

6-7 3 n/a

Outcome i: A recognition of the need for, and an ability to engage in life-long learningDemonstrates Knowledge of Comprehensive Reference Resources 3Shows Familiarity with Modern Engineering Tools n/aDemonstrate Interest in Continuous Learning 3

1-5 3 n/a

Outcome j: A knowledge of contemporary issuesDemonstrates a Satisfactory Level of General Knowledge Outside of Engineering 3Demonstrates Cultural Adaptability n/aDemonstrates Analysis and Judgment 3

1-5 3 n/a

Outcome k: An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice 3

8 3 n/a

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Course: ME 101 Instructor: Fox Semester/year:Fall 2005 & Spring 2006


First time course taught by this instructor X Course taught previously

Course prerequisite(s) Math 102

Were the students adequately prepared by prerequisite courses? Yes X No

Were changes implemented since the last time this course was taught? Yes No X If Yes, what changes were made since the last time this course was taught? Did these changes improve the course?


NA



Are changes called for the next time this course is taught? Yes X No

Need better solid works software exposure Students are excited, but need more qualified instructor for this element of the course.

Most useful comments from students:Great course







Instructor’s Direct Outcome Assessment

4=Excellent to 0=Poor

Improved(yes/no/??)

compared to last year

1. Introduce ME curriculum and profession – c, d, f, h, i Faculty observation; lab tours guest lecturers, group project

3.5 no

2. Foster team play – c, d, Group project, final present-ation, in class exercises

3.5 no

3. Promote effective communication - g Written web research paper; oral group term presentation; required interaction with LRC

4 yes

4. Introduce MS Office – a, d, g, k Written web paper, Excel analysis; term project power point presentation

4 yes

5. Introduce Solid Works – g, k Faculty observation; group project

3 no

6. Introduce engineering fundamentals – units, Newton’s 2nd law, thermal-fluid concepts – a

In-class exercises, group project, lectures

2 no

Evaluation of program outcomes (unweighted arithmetic means of objective evaluations)a. an ability to apply knowledge of mathematics, science, and

engineeringCourse objectives 4 and 6 3

c. an ability to design a mechanical/ thermal system, component, or process to meet desired needs

Course objectives 1 and 2 3.5

d. an ability to function on multidisciplinary teams Course objectives 1, 2, and 4 3.7f. an understanding of professional and ethical responsibility Course objective 1 3.5

If sampling, please indicate the approximate percent of the class sampled: NA







Improved(yes/no/??)


g. an ability to communicate effectively Course objectives 3, 4, and 5 3.7

h. the broad education necessary to understand the impact of engineering solutions in a global and societal context

Course objective 1 3.5

i. a recognition of the need for, and an ability to engage in life-long learning

Course objective 1 3.5

k. an ability to use the technique, skills and modern engineering tools necessary for engineering practice

Course objectives 4 and 5 3.5


Course Number: ME 286B/L Instructor: Robert Ryan Semester/year: Spring 2006



Course prerequisite(s) ME 286A/L


Were changes implemented since the last time this course was taught? Yes X No If Yes, what changes were made since the last time this course was taught? Did these changes improve the course?


Upgraded Lego software, used Lego robots as basis for design project

New software (RoboLab) significantly added to capabilities, and added a “LabView-like” interface, which may help in a later course where LabView is used.

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Continue to search for ways to improve students’ grasp of programming concepts

Improve students’ programming skills

Provide more instruction in use of RoboLab software

Shorten learning curve for students

Consider ways to increase continuity of design topics in the 286A/B sequence

Improve overall design instruction in the ME program

Most useful comments from students:

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Improved(yes/no/??) compared to

last year

1) Understand and implement basic steps in design process See Attached Spreadsheet 2.7 no

2) Work effectively on student project team 3.1 no

3) Develop communication skills via project and programming reports

2.7 no

4) Develop computational skills related to design 2.3 no5) Learn basic programming structures and implement in VBA 2.1 no

Outcome c - ability to design system, component, or process 2.8 no

Outcome d - ability to function on teams 2.9 no

Outcome g - ability to communicate effectively 3.1 same

Outcome k - ability to use engineering tools 2 no

General Comments

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If sampling, please indicate the approximate percent of the class sampled:95 %

Although most of the scores for the objectives and outcomes showed a slight drop, the decreases were generally small and may not be statistically significant.

My two main issues are:

how to improve students’ ability to use Excel/VBA effectively as an analysis/design tool? Some students really struggle with basic programming concepts.

how best to use the Lego robots in this course and/or our curriculum? The new RoboLab software is an effective tool for introducing graphical programming skills and creating simple but smart mechanisms. However, design projects based on Legos do not generally make effective use of SolidWorks or CosmosWorks, which tends to minimize the linkage between 286A and 286B.

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Course Number: ME 286B/L Instructor: Susan Beatty Semester/year: Spring 2006


X First time course taught by this instructor Course taught previously

Course prerequisite(s) ME 286A/L


Were changes implemented since the last time this course was taught? Yes No If Yes, what changes were made since the last time this course was taught? Did these changes improve the course?


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Most useful comments from students:Enjoyed working in groups. Design competition between class groups aided in higher level of effort in designs.

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Are changes called for the next time this course is taught? Yes No x



Program Outcomes Means of Direct Assessment by Instructor—what evidence was





last year

Outcome c - ability to design system, component, or processWork on design projects.

3

Outcome d - ability to function on teamsObservations of student teams.

3.5

Outcome g - ability to communicate effectivelyWriting assignments and oral presentations 3

Outcome k - ability to use engineering toolsPerformance on programming assignments. 3

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If sampling, please indicate the approximate percent of the class sampled:


Course Number: ME 309 Instructor: Khachatourians Semester/year: Spring 2006



Course prerequisite(s) Math 150B Programming course

Were the students adequately prepared by prerequisite courses? Yes No X



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Most useful comments from students:Students were most interested in learning Excel, VBA and Matlab. However, a good number of them didn’t have the

Necessary programming skills required for this class and had to come up to speed during the semester.

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Are changes called for the next time this course is taught? Yes No X








last year

(a) apply knowledge of mathematics, science, and engineering

Not assessed in this course 3 yes

(e) an ability to identify, formulate, and solve engineering problems

Not assessed in this course 3 yes

(g) an ability to communicate effectively Student reports 3 no

(k) an ability to use the techniques, skills, and modern engineering tools

Student programming assignments

2 no

(n) familiarity with statistics and linear algebra Student performance on programming assignments dealing with linear algebra and regression

4 yes

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If sampling, please indicate the approximate percent of the class sampled:Use assessment rubrics for determining program outcome assessment


Course Number: ME 309 Instructor: Thompson Semester/year: Spring 2006






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More time spent on elementary and introductory programming basics than previously.

As referenced above, the Math 150B prerequisite did adequately prepare the students for the theoretical fundamentals of problem solving and modeling procedures aligned with course objectives however, it seems that there are always students that react as if they have never seen EXCEL or MATLAB before in their college careers. (Most have been exposed to EXCEL but there is no encouragement to program using VBA.) Many of my students are being introduced to VBA and MATLAB for the first time and I have learned that more time up front on the basics makes for better understanding later on. However, this has meant that I did not cover as much material this semester.

I refer specifically to the mechanical engineering students here also. I do have a number of electrical engineering students that seem to be much better versed in the basics of both EXCEL and MATLAB.

More time spent on MATLAB The past semester I solved the same problems using different applications: VBA and MATLAB after initially doing it by hand to refresh everyone’s Math memories. I found this actually lead to more hands on MATLAB time. Again, the electrical engineering students were much better versed in the basics of MATLAB. (In conversation, it was shared with me that exposure to MATLAB comes in EE 350 while doing methods of differentiation.) I also saw as a result of this, more application of MATLAB by students when given a choice of methods than application of VBA to solve problems.

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Fewer assignments required for handing in but higher quality of assignment expected.

This past semester, I required five homework’s (1 week), three assignments (2 weeks) and a final project (3 weeks) along with a written and practical midterm and final. Regardless of the volume of grading this created, it was two homework’s less than the previous semester and what I saw was an increase in the care the students were taking when turning in the work however, it seems that this volume of work may still be high for those who struggle continually with writing code.

It is difficult to balance between those students to whom programming comes easily and those who will never get it. I continually see that from a class of twenty-five; five will have little problem, about the same amount will never get it and the reminder will set the pace of the course. Although the lecture is three hours twice a week, this is a class that for the majority of students never ever runs short. We are usually still occupying the lab when the next class is ready.

Most useful comments from students:“Spend More time on the basics” I think I have discussed that at length above. It concerns me that I may not be able to reach the level of material that I want to lecture on if I spend any more time than I currently am on programming basics. When really pushed hard, a lot of my students will rise to the challenge, as if they don’t know they have it in them. Sometimes, this can be like pulling teeth for the instructor though.“Thank-you for lecturing from a practical standpoint applying practical engineering problems.” One thing I have found extremely valuable is to lecture and apply assignments based on my practical experience in industry. Problems related to fluids (dynamics and mechanics) and structures (concrete cylinder test breaks) are those that I use often when lecturing about extrapolation of specifics from data sets.

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Program Outcome Means of Direct Assessment by Instructor—what evidence was





last year


Not assessed in this course



(g) an ability to communicate effectively Student reports 4 Yes



3 Yes


4 Same (adequately prepared by pre-

req’s.)

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Course Number: ME 309 Instructor: Youssef Semester/year: Spring 2006


√ First time course taught by this instructor Course taught previously


Were the students adequately prepared by prerequisite courses? Yes √ No

Were changes implemented since the last time this course was taught? Yes No √ If Yes, what changes were made since the last time this course was taught? Did these changes improve the course?


None

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Change the text book for easy text with more comprehensive examples

Most useful comments from students:1- Not enough preparation of VBA programming from Electrical and Civil engineering students.

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Are changes called for the next time this course is taught? Yes √ No








last year





(g) an ability to communicate effectively Student reports 3 NA



3.5 NA


3 NA

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Course Number: ME 335 Instructor: Robert Ryan Semester/year: Spring 2006



Course prerequisite(s) ECE 240/L




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Return to Figliola & Beasley text – experiment with Dunn text was not successful

Dunn text had some strengths, but level of statistical rigor seemed counter-productive to student learning

Computers and related hardware are being refreshed Old computers were breaking down, limiting the number of useful student work stations


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last year

1) Identify instruments with appropriate specifications See Attached Spreadsheet 2.5 yes2) Use statistical techniques to estimate random uncertainty and calculate propagation of error. 2.5 same

3) Use computational tools (e.g. Excel, Matlab) to perform data analysis calculations and present results in a graphical form

3 no

4) Interface sensors with a PC-based data acquisition system, and effectively use the related software (e.g. LabVIEW)

2.5 same

Outcome b – design, conduct expts., analyze data 2.6 no

Outcome n - statistics, linear algebra 2.5 same

Outcome k - ability to use engineering tools 3 yes

Outcome g - ability to communicate 2.8 no

General Comments

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If sampling, please indicate the approximate percent of the class sampled:92 %

Generally, scores for Course Objectives and Program Outcomes were very similar to the previous semester.

The statistics issue has been a persistent one, and is partially linked to a general mathematics weakness in our students. However, efforts must be made to improve this problem. It appears that the use of a different text was not helpful, and so we are returning to the original text for the Fall 06 semester.

Computers and related hardware are being refreshed this summer. Maintaining 10 workable stations and holding enrollment to 20 max should help to improve students’ proficiency with LabView.

The department should consider investing in some student assistant hours to maintain this lab.

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Course Number: ME 370 Instructor: Alan vonArx Semester/year: Spring 2006



Course prerequisite(s) Physics 220A Math 250






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I’m thinking of “wheeling” in a small AC window unit, operating it, and opening it up for inspection.

In spite of the text reading and my lectures, many students still seem to have a hard time with how things work and just how a typical thermodynamic cycle becomes practical.

Most useful comments from students:Students requested a review of past test problems for exam preparation. I’m doing this now, and it seems to be appreciated.

Achievement of Course Objectives


Demonstration of Program Outcomes in course Means of Direct Assessment by Instructor—what evidence was


Instructor’s Assessment (0 = Poor

to 4=Excellent)


last year

a. an ability to apply knowledge of mathematics, science, and engineering Examination s and quizzes 3 nod an ability to function on multidisciplinary teams Not formally assessed in this coursee. an ability to identify, formulate, and solve engineering problems Examinations and quizzes 3 nof. an understanding of professional and ethical responsibility Not formally assessed in this courseg. an ability to communicate effectively Not formally assessed in this coursej. a knowledge of contemporary issues Some discussions of contemporary energy issues, but no formal assessmentk. an ability to use the technique, skills and modern engineering tools

necessary for engineering practiceThis is an introductory level course which introduces a lot of theory and some application using numerous problems; but there is no formal assessment of system-level type engineering problems.

o. ability to work professionally in both thermal and mechanical areas including the design and realization of such system

Contributes to students’ ability to function in thermal area, but no formal assessment during this course

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Course Number: ME 370 Instructor: Larry Caretto Semester/year: Spring 2006



Course prerequisite(s) Physics 220A Math 250

Were the students adequately prepared by prerequisite courses? Yes No XI continue to find that students do not understand basic ideas of work and energy in a conservative system, so they are not aware of how this should be extended from mechanics to thermodynamics. Students are generally able to do simple differentiation and integration, but do not understand when they have to use integration to solve a problem.

Were changes implemented since the last time this course was taught? Yes X No If Yes, what changes were made since the last time this course was taught? Did these changes improve the course?Changes made since last time Effects of change

As proposed in Spring 2005, the last time this course was assessed, an alternative schedule, with quizzes directly following the group work was used at the start of the semester. Following spring break the schedule used at the start of the Spring 2005 semester was used.

There was no apparent change in the student learning; quiz performance during the last 1/3 of the semester was similar to that before the change and similar to the performance of the last class for quizzes during this part of the course. Student assessment of these different schedules was that the quiz on Monday was much better (7), better(3), no different (2), or that the Wednesday quiz was better(6), or much better (6). On a +2 (Monday better) to -2 (Wednesday better) scale, the average score is -0.04 or neutral. The p value for a null hypothesis that this average score is zero is 0.90. However, the distribution of opinions indicates that students have strong differences about scheduling.

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Pay more attention to group work. During the semester the participation of individuals in group work varied. Although some groups worked very well, other students did not participate effectively. Some plan should be devised by consultation with faculty such as Bob Lingard who works with group dynamics to improve the group learning.

Most useful comments from students:Students continue to find the printed notes from the lectures more useful than the lectures themselves



Course Objectives Means of Direct Assessment by Instructor—what evidence was



to 4=Excellent)


last year

A. understand the following thermodynamic properties and be able to formulate and solve problems using those properties: pressure, temperature, specific volume, internal energy, enthalpy, entropy, and quality

Examinations, quizzes, writing assignment

3 No

B. determine thermodynamic properties of real substances using tables, equations, and computer programs, using any valid set of input property data, including trial-and-error solutions


3 No

C. calculate thermodynamic properties of ideal gases using appropriate equations and tables


3 No

D. understand the meaning of heat and work and the notion that these energy terms are not properties

Examinations and quizzes 3 No

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to 4=Excellent)


last yearE. formulate and solve energy balance problems in a variety of engineering

systems, including those with fixed mass and those with steady and unsteady flows, using the appropriate form of the first law of thermodynamics


F. understand the engineering significance of the second law of thermodynamics as providing a value for the maximum work that can be obtained in any process and the maximum efficiency for the conversion of heat to work

Not assessed

G. understand and apply the concept of entropy to evaluate maximum work Examinations and quizzes 3 NoH. evaluate the performance of real systems using the concept of

isentropic efficiency for both work input and work output devicesExaminations, quizzes and design project

2 No

I. formulate and solve problems that require the use of the energy balance from the first law and the principle of maximum work from the second law


J. apply the first and second law to the analysis of engine and refrigeration cycles, using common idealizations for such cycles

Examinations, quizzes and design project

2 No

K. use computer applications to obtain a set of results that can be plotted to evaluate system performance over a range of conditions

Design project 2 No

Demonstration of Program Outcomes Demonstration of Program Outcomes in course Course objectives that



to 4=Excellent)


last yeara. an ability to apply knowledge of mathematics, science, and engineering A, B, C, D, E, F, G, H, I, J 2 Nod an ability to function on multidisciplinary teams Students participate in 75

minutes of group problem solving activity each week.

Outcome not formally assessed. Some students become more comfortable with group interaction during the semester.

e. an ability to identify, formulate, and solve engineering problems A, E, I 2 Nof. an understanding of professional and ethical responsibility Not really addressed during this offering of the courseg. an ability to communicate effectively Writing assignment from

course objectives A, B, and C2 No

j. a knowledge of contemporary issues Course introduction discusses world and US energy use; no formal assessment of this outcome.


K 2 No

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Demonstration of Program Outcomes in course Course objectives that contribute to this program

outcome


to 4=Excellent)


last yearo. ability to work professionally in both thermal and mechanical areas

including the design and realization of such systemNot formally assessed. As the first course in the thermal area, ME 370 prepares students to for subsequent courses. Their overall success in this course is a measure of how well this outcome is achieved.


Course Number: ME 370 Instructor: Shoeleh Di Julio Semester/year: Sp 2006


First time course taught by this instructor x Course taught previously

Course prerequisite(s)Physics Physics 220A Math 250

Were the students adequately prepared by prerequisite courses? Yes No x


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Design Projects were assigned as team projects Improved students performance on design projectsDeveloped a sense of comradery and team work skills among students and a competition between teamsReduced my grading time of projects

I posted the homework solutions on a course website instead of handing them out

The homework solutions were more accessible, if a student missed a lecture he/she is still able to obtain the solutions.



Most useful comments from students:The Design project helps them learn the concepts better

Homework problems assigned weekly and solutions handed out, examples problems worked out in class, and sample tests reviewed prior to exams are all helpful in learning the course materialGood Real- life examples given, on use of alternative fuels, environmental engineering and combustion applications

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Assessment



last year

1. Learn the principles of the conservation of mass and energy and second law of thermodynamics through applications to simple closed and open systems and engineering devices such as pumps, turbines, nozzles, diffusers, and heat exchangers.

Students’ performances on quizzes and tests.Students’ work on the design projectStudents’ involvement in class discussionsStudents’ performance in class during problem solving sessions heldInterim course assessment of student learning

3

3

2

3

3

Yes

Yes

No

No

Did not conduct a written one in Sp05

2. Learn the basics of cycle analysis for vapor and gas power and refrigeration cycles.

Students’ performances on quizzes and testsStudents’ work on the design projectStudents’ involvement in class discussionsStudents’ performance in class during problem solving sessions held

3

3

2

3

Yes Yes No

No

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3. Learn the process of problem solving. Students’ performances on quizzes and tests.Students’ work on the design projectStudents’ performance in class during problem solving sessions held

3

3

3

Yes Yes

Yes

4. Learn to conduct the basic analysis for the design of a process or a simple system.

Students’ work on the design project

Yes

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Improved(yes/no/??) compared to last year

Outcome a: Apply knowledge of math, science and engineeringDemonstrates Specific Engineering Knowledge of subject area 4 Demonstrates Interest in Continuous Learning 3Demonstrates Initiative 3Demonstrates Analysis and Judgment 3

1,2,3,4 3.25 Yes


1,2,3,4 3.5 Yes

Outcome e: An ability to identify, formulate, and solve engineering problems Demonstrates Specific Knowledge of Subject Area 3Demonstrates Initiatives 2Demonstrates Innovation NADemonstrates Analysis & Judgment 3Demonstrates Effective Communication in Identifying, Formulating and Solving Engineering Problems 3

1,2,3,4 2.75 No

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Outcome g: An ability to communicate effectivelyShows Evidence of Teamwork 3Effective Use of written Communication Tools 3Effective Use of Oral/Visual Communication Tools NA

3,4 3 No

Summary: Students demonstrated mastery in application of the 1st Law, and acceptable application of the 2nd law as well. Some are mainly confused about the isentropic efficiency applications. Solving more related example problems in class may help in future classes, however this accounts for a small percent of material covered in the course.

Based on course grade 88% passed (21/24) and only 12% (3) failed; two students did not attend the class and failed to withdraw, a third student received a D. 14% received A, 14% received B and the remaining 72% received C in the course.

Students in general do better in task oriented assignment such as design projects. Students’ performance is acceptable on design project, both in writing and analysis.

In general the average on the quizzes increase as students progress through the semester even though the material gets more difficult. I give 4 quizzes and drop their lowest quiz to encourage students to work hard. The average on the 4 quizzes were: 26%, 97%, 86%, and 80%.

My class was a lively class this semester and majority of students felt comfortable asking questions during the lectures. I spend about 70% of class time on solving problems while emphasize the systematic method of problem solving; problem definition, assumptions, simplifications and applications of principles to solve problems.

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Course prerequisite(s) ME 370 ME 309



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Changes made since last time1. More emphasis on the solution of Differential Equations by solving example problems in class and assigning homework. In general students with weaker math skills perform poorer on solving engineering problems, 100% of those who performed poorly on solving the DEQ received a grade between 33-70 on their final exam and a grade of D-C as a course grade.

2. Solutions of homework problems were posted on a course website for Sp06. This improvement in accessibility may have been helpful.

3. Two assigned team design projects instead of individual design projects changed over a year ago has improved the overall student performance

4. The result of the interim course evaluation showed that students want credit for doing homework. Their reasoning is that if they are not graded most likely they will not do the homework. I went ahead and assigned few problems during the lecture and asked them to turn them in next meeting for extra credit. Only about 10-30% turned these home works in.

5. 30% of the students either have poor attendance or tardiness have performed, 70% of which have final exam grade of average to below average. There seem to be a tight correlation with performance and attendance

Effects of changeA 38% improvement over a one year period in recognizing the proper form of DEQ.

An 18% improvement to 34% improvement in solution of DEQ as discussed in the summary section here

Helping students master their math skills will help them improve their performance in engineering courses.

Nearly 100% passing rate. All students in my class passed the course except for one student, who had emotional problems and sought help from me. I advised the student to complete my course and do all the assignments when possible and retake my course in the following semester. This way he was assured to pass the rest of his courses.

Building a good rapport with students helps them improve their performance. Discussing the applications of the material discussed also helps students better understand the course material

Interim assessment helps students become more engaged in the class and also helps me identify their needs and problems early in the course so I can remedy this early in order to improve their overall performance

Students do not take the initiatives to do the homework even when an extra credit is assigned. Another problem is their poor attendance which leads to poor performance. In my ME 370 course I give pop quizzes, which remedies this problem.


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Most useful comments from students:Do more example problems

Homework problems assigned weekly and solutions are posted on the course website, examples problems worked out in class, and sample tests reviewed prior to exams are all helpful in learning the course materialThe Design projects help them learn the concepts better.

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List Course Objectives first,followed by Program Outcomes




Assessment



last year

1. Develop an understanding of underlying physical mechanism of heat transfer via conduction, convection and radiation mechanisms.

Students’ performance on testsStudents’ work on design projectsStudents’ involvement in class discussionsStudent performance in class during problem solving sessions heldInterim course assessment of student learning

3 Yes

2. Develop mastery of solving practical problems by reviewing the concepts of thermodynamics and the expanded applications through lectures and extensive problem solving.

Students’ performance on testsStudents’ work on design projectsStudents’ involvement in class discussionsStudent performance in class during problem solving sessions heldInterim course assessment of student learning

3

3

2

3

3

Yes

Yes

No

No

No

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3. Assign two team design projects to help student further develop their skills to gather information, analyze processes/systems, and creatively design a given process/system based on design specifications


Student performance in class during problem solving sessions held

Students’ performance on tests

3

2

3

Yes

No

Yes

4. Help students further improve their problem solving skills


3.5 Yes

5. Help students further develop their technical report writing skills


3 No

6. Develop skills to work as team members Students’ work on the design project

3 Yes

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Improved(yes/no/??) compared to last year

Outcome a: Apply knowledge of math, science and engineeringDemonstrates Specific Engineering Knowledge of subject area 4 Demonstrates Interest in Continuous Learning 3.5Demonstrates Initiative 3.5Demonstrates Analysis and Judgment 3

1,2,3,4 3. 5 Yes


3,4,5,6 3.5 Yes

Outcome d: An ability to function on multidisciplinary teamsQuality of Overall Team Function 2Communication among Team Members 2.5Team Organization and Leadership 3

1,2,3,4,5,6 2.5 Yes

Outcome e: An ability to identify, formulate, and solve engineering problems Demonstrates Specific Knowledge of Subject Area 2.5Demonstrates Initiatives 2Demonstrates Innovation 2Demonstrates Analysis & Judgment 3Demonstrates Effective Communication in Identifying, Formulating and Solving Engineering Problems 3

1,2,4,5 2. 5 Yes

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3,5,6 3 No

Outcome i: A recognition of the need for, and an ability to engage in life-long learningDemonstrates Knowledge of Comprehensive Reference Resources 3Shows Familiarity with Modern Engineering Tools 3Demonstrate Interest in Continuous Learning 3

1,2,3 3 No

Outcome m: Applied advanced mathematics through multivariate calculus and differential equationsDemonstrates Ability to Apply Advanced Mathematics through Multivariate Calculus and Differential Equations 2Demonstrates Knowledge of the Use of Calculus in the Development and Analysis of Theoretical Problems 2Demonstrates Ability to Apply Differential Equations in Engineering Problems 2

1,2,3,4 2 Yes

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SummaryIn general course objectives are met quite successfully. However I need to continue to emphasize the process of solving differential equations through homework, exam and design problems as I have done in the past.

As of Sp 05 46% of students can not recognize the proper form of Differential EQ to define the heat conduction problems or can not write the proper Boundary Conditions. Assessment in Sp 06 shows all students were able to recognize the proper differential equation for conduction. And 38% (13 out of 34 students) were able to recognize the proper form of DEQ and set up one BC. While 62% (21out of 34) were able to set up both boundary conditions and obtain the general solution and the unique solution for the conduction problem. Hence there is a 38% improvement over a one year period in recognizing the proper form of DEQ.

As of Sp 05 20% write the proper form of DE, and at least one B.C. or both but can not proceed from the general solution to the unique solution. As of Sp 06 this has increased to 38%, or an 18% improvement.

As of Sp 05 28% can write the proper form of the DE and B.C.’s and obtain both the general and the unique solutions. As of Sp 06 this has increased to 62%, 34% improvement.

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Course Number: ME 390 Instructor: Susan Beatty Semester/year: Sp 2006



Course prerequisite(s) Math 250 Phys 220A/L


Were changes implemented since the last time this course was taught? Yes No x If Yes, what changes were made since the last time this course was taught? Did these changes improve the course?



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Department should consider adding ME 370 as a prerequisite Improve background of students taking the course. Although some students have this background, many do not.


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Instructor’s Direct Course Objective Assessment



last year

Outcome a: Apply knowledge of math, science and engineering

Homework and examinations 3 same

Outcome e: An ability to identify, formulate, and solve engineering problems

Homework and examinations 3 same

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Course Number:

ME 435 Instructor: S. Prince Semester/year: S06



Course prerequisite(s) EE240/l


Students not getting proper background material in EE240/lab



2 mid term exams, one final Exams covered less material

Web ct used for first time Hws, useful docs now on line

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If Yes, what changes should be made the next time this course is taught? Still need another exam. Home work must be graded. Solutions need to be posted before exam. Need to reduce course content to cover material more in-depth.


Change to 3 mid term and 1 final 3 total exams not enough to demonstrate students’ knowledge of subject

Random quizzes, ensure class participation Poor attendance

Get rid of design problems How to grade?

Most useful comments from students:Homework solutions!!

Grade homework

Too much time spend deriving equations during lectures. Get to the point.

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last year

A. Review electrical passive components; perform both AC and DC circuit analysis using Kirchoff’s laws.

Outcomes: A,E,

Exam, hw 2 No-lack of preparation in EE 240

B. Calculate steady state voltage and current through diodes, field effect transistors, bipolar transistors, and other non linear semiconductor devices.

Outcomes: A,E,I,

Exam, hw 3 No-need to see it in theLab at same time as Lecture

c. Formulate and solve constant coefficient linear differential equation problems involving the transient response of electrical systems.

Outcomes: A,E,K,M

Exam, hw, design problem 1 No-students have poorUnderstanding ofDEQ

d. Perform steady state frequency response analysis of electrical systems.

Outcomes: A,E,K,M

Exam, hw 1 No

E. Analyze signal conditioning circuits that involve operational amplifiers.

Outcomes: A,E,

Exam, hw 2 No-again, EE 240 problem

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If sampling, please indicate the approximate percent of the class sampled: 50% see incl.

F. Formulate and solve problems involving both binary and sequential logic.

Outcomes: A,E,I

Hw 3 No-spend less time on This section this semester

G. Characterize feedback sensors and solve problems involving various sensor technologies.

Outcomes: A,E,I

Exam, hw 3 Yes

h. Use the theory of magnetism to both analyze and design electrical actuators.

Outcomes: A,E,I,M

Exam, hw 3 Yes

I. Based on objectives A through I, be able to design a mechatronic system.

Outcomes: A,E,I,K

No design problem this semester 2 Yes

Evaluation of Course Contribution to Program Outcomes based on Assessments Above

Program Outcome Course objectives contribution to outcome

Score for Outcome

Comment

Outcome a: an ability to apply knowledge of mathematics, science and engineering

All objectives (A – I) 2 Getting worse at math

Outcome e: an ability to identify, formulate, and solve engineering problems.

All objectives (A – I) 3 Need to spend more time solving problems

Outcome i: a recognition of the need for, and an ability to engage in life-long learning.

Objectives B, F, G, H, I 2 Most MEs hate this subject!!

Outcome k: an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Objectives C, D, I 3 Getting better at computer skills-the one plus here

Outcome m: an ability to apply advanced mathematics through multivariate calculus and differential equations

Objectives C, D, H 2 DEQ skills decreasing

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ME 435MechatronicsClass Outline

Instructor: Dr. Stewart P. PrinceOffice: Eng 1329Phone: 818 677-3514Office Hours: MW 1-2 PMText: Histand, Michael. Introduction to Mechatronics and Measurement Systems, McGraw HillGrading: Exams (3) 75%

Design Problem 10% Homework 15%

Mechatronics is a rapidly developing interdisciplinary field of engineering that deals with the design of products whose function relies on the synergistic integration of mechanical, electrical, and electronic components connected by a control architecture. Today, there are few mechanical devices that do not include electrical components and some type of computer monitoring and/or control. Examples of mechatronic systems include: aircraft flight control system, automobile electronic fuel injection, antilock brakes, automated manufacturing equipment, and much more.

Course Content:

1. Introduction to Mechatronic systems

2. Electric circuits and componentsResistors, capacitors, inductors, power supplies

3. Semiconductor electronicsSemiconductor theory, pn junctions, diodes, zener diodes, LEDs, bipolar transistors, field effect transistors, phototransistors

4. System responseFirst order systems, second order systems, step inputs, initial conditions, frequency response

5. Operational amplifiersInverting and non inverting op amps, adders, subtractors, filters, zero and span circuits, instrumentation op amps

6. Digital circuits and systemsNumber systems, binary logic, karnaugh maps, sequential logic, system specific integrated circuits

7. Data acquisitionAnalog to digital conversion, digital to analog conversion, computer interfacing

8. SensorsSensor characterization, force, torque and tactile sensors, flow sensors, temperature sensors, position, velocity, and acceleration sensors

9. ActuatorsSolenoids, DC brushed motors, DC brushless motors, AC motors, stepper motors fluid

10. Case studies

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Automotive: electronic ignition, electronic fuel injection, fuel pump controller, windshield control, antilock brakes

Course ObjectivesC. Review electrical passive components; perform both AC and DC circuit analysis using Kirchoff’s laws.D. Calculate steady state voltage and current through diodes, field effect transistors, bipolar transistors, and other non linear semiconductor devices.E. Formulate and solve constant coefficient linear differential equation problems involving the transient response of electrical systems.F. Perform steady state frequency response analysis of electrical systems.G. Analyze signal conditioning circuits that involve operational amplifiers.H. Formulate and solve problems involving both binary and sequential logic.I. Characterize feedback sensors and solve problems involving various sensor technologies.J. Use the theory of magnetism to both analyze and design electrical actuators.K. Based on objectives A through I, be able to design a mechatronic system.

My own comments:The whole point of this class is to introduce mechanical engineering students to the quickly growing field of mechatronics, a subject that lies in the grey area between mechanical engineering and electrical engineering. My approach to this class is to introduce the students to each of the 9 most important areas (see course content) however you could spend an entire lifetime studying any one of them.

Looking at our student body in ME, the fields of controls and robotics is growing rapidly, thus students will need mechatronics in order to design and analyze these types of systems. However, without a proper background in mathamatics, and especially DEQ, students will never fully appreciate this subject.

We must somehow do a better job of preparation in the area of advanced math. EE 240…is this class even helping at all? I think I’m trying to cover too much material. How do you motivate students to do the homework….and how do you grade it when they work together? I like the design problem idea. I will incorporate it into the lab.

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Course Number:

ME 435L Instructor: S. Prince Semester/year: Spring06



Course prerequisite(s) EE240/l


EE 240/l just not teaching students what they need to know for ME 435, or they are forgetting material.



Experiments 11,12,13 removed Too complicated

Design project added Students work in groups to create mechatronic design

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Upgrade equipment Equipment is getting old and needs to be replaced

New software (labview) to be introduced Prepare students for me 484

Most useful comments from students:Labs not well defined (manual needs updating)

Too complicated from equipment standpoint

PMAC controller documentation difficult (these labs removed)

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last year

Objective AExperiment #1: Multimeter, Analog/Digital Trainer, and Oscilloscope: Students learn basic electrical measurement toolsOutcomes: A,B,E

experiment 1 No

Objective BExperiment #2: Basic Electronics: Students review passive electronics circuits and perform experiments A,B,E

experiment 2 No

Objective CExperiment #3: Bipolar Junction Transistor Operation: Students map the operating characteristics of a bipolar transistorOutcomes: A,B,E,I,K

experiment 1 No

Objective DExperiment #4: OP AMP CIRCUITS: Students analyze then test operational amplifiersOutcomes: A,B,E,I,K

experiment 2 No

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Objective EExperiment #5: OP AMP FILTER CIRCUITS: Students verify low pass filter theory using operational amplifiersOutcomes: A,B,E,I,K,M

experiment 2 No

Objective FExperiment #6: Field Effect Transistor: Students map the operating characteristics of a field effect transistorOutcomes: A,B,E,I,K

experiment 1 No

Objective GExperiment#7: Open-Loop Speed Control of Servomotor: Students design, build, then test a pulse width modulated speed controllerOutcomes: A,B,E,I

experiment 2 No

Objective HExperiment #8: High Level Data Acquisition/Control: Students learn modern computational tool hardwareOutcomes: A,B,E,I,K,M

experiment 3 Yes

Objective IExperiment #9: Logic Gate Using Lab VIEW: Students learn modern computational tool softwareOutcomes: A,B,E,I,K,M

experiment 4 Yes

Objective JExperiment #10: Analog Input, Analog Output, Digital Input, Digital Output: Students perform experiment both analog and digital input/outputOutcomes: A,B,E,I,K,M

experiment 4 Yes

Objective KDesign project: Mechatronic design

Experiment and presentation 1 No data, first year

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Program Outcome Course objectives contribution to outcome

Score for Outcome

Comment


A-K 3

Outcome b: an ability to design and conduct experiments, as well as to analyze and interpret data

A-K 1 First year to design a real mechatronic system


B-J 2

Outcome i: a recognition of the need for, and an ability to engage in life-long learning.

H-K 2.5 Labview needed for other graduate classes


C, E, F, and H – K 2.5 Many new computational tools emerging for mechatronics

Outcome m: an ability to apply advanced mathematics through multivariate calculus and differential equations

Objectives E, and H – K 3 Students req’d to solve transient DEQs

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Course Number:

ME484/L Instructor: C. T. Lin Semester/year: Sp 2006



Course prerequisite(s) ME384




Accomplished smoother speed control with the hands-on design project

Students learned how to use signal filtering and averaging to create smoother speed control for a motion control project


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A specific survey form will be developed and used for course assessment.

The survey form provides a direct feedback from students in class about the course, which can be an effective course assessment tool.









4=Excellent to 0=Unscorable


last year

1. Understand the classical topics of control theory developed for linear, time-invariant control systems.

Examinations, and computer projects

3.3 Yes

2. Use commercially available software to develop computer models of control systems, and run computer simulation and analysis to design for control systems

Computer-assisted design projects, and report writing

3.0 No

3. Learn to use laboratory bench-top instruments, and data acquisition systems to complete lab sessions. Apply feedback control theory and mechatronics design methodology to completing a control system design project.

Computer project assignments, quizzes, lab sessions, and hands-on design project.

3.3 Yes

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a. an ability to apply knowledge of mathematics, science, and engineering

Examinations 3.0 No

b. an ability to design and conduct experiments, as well as to analyze and interpret data

Lab sessions 3.3 Yes

c. an ability to design a mechanical/thermal system, component, or process to meet desired needs

Hands-on design project, and computer-assisted design projects

3.3 Yes


Computer project assignments, and report writing

3.5 No

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Course prerequisite(s) ME 370



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Changes made since last time

1. I improved my lecture presentation through the use of power point, and emphasizing problem solving skills

2. I did reduce the amount of material covered by eliminating some of the strenuous subject matter and emphasizing on social, economical and ethical global environmental problems. I also showed 3 videos on subjects such as water supply in California, air pollution control, and global climate change and the 3-D modeling studies being carried out by German scientists to better define the problem and solve the problem.

3. I spend a class section on the overview of the book entitled “Collapse” by Jared Diamond—Environmental impact of Past and Current Societies, Lessons Learned , the Past and Present. Focusing on why do societies end up destroying themselves. A road map of Factors contributing to failure of Group-Decision-Making as it relates to environmental problem. This could be summarized as 4 types a. Failure to Anticipate b. Failure to Perceive c. Failure to Attempt to Solve once the Problem is Perceived d. Unsuccessful Solutions

Effects of change

1. Students learn the important concepts in environmental engineering and are able to solve mass balance problems

2. Students problem-solving skills improved and their interest in environmental issues increased.

3. Students also understand the social, economical and ethical issues of environmental problem as well as the engineering solutions to these problems.

4. This lecture gives students a historical insight on environmental problems of the past societies and what we can learn form past failures. Students also gain an appreciation on the complexity of the problems which often can not be solved by mere application of science

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4. The above lecture was then followed by presentation of the 12 most important environmental problems, and students were asked to select one of the problems as their team design projects. These are divided into 3 groups;

A. Loss of Natural Resources (1-7)1. Forests, Wetlands, Coral Reefs, and the Ocean Bottoms2. Wild Fisheries & Aquaculture3. Loss of Biodiversity4. Soil Erosion, Salinization, Loss of nutrients due to farming, Acidification and Alkalinization5. Energy Resources6. Freshwater and Aquifer Depletion7. Sunlight and earth’s capacity to grow wild plants

B Toxic Chemical, Alien Species, and Atmospheric Gases (8-10).8. Toxic Chemicals9. Alien Species10 Atmospheric Gases—Ozone layer depletion and Global Warming

C. Increase in Human Population (11-12)11. The World’s Human Population Growth12. Impact of Population Growth on Environment

5. I request that team turn in their project outlines for my review before they set out to delve into their projects

6. I asked the student teams to participate in the ME Expo, on May 10/05 on a volunteer basis. I suggested that they can earn about 5% extra credit. 6 out of the 7 groups responded and made professional posters which were presented to industry representatives, some high school students and their parents, high school counselors and their fellow students.

5. Students learn about major environmental problems and some proposed solutions early within the semester; within the 2nd week of class. They then can select the subject of their design team project and based on the common interests automatically the groups are formed. Requiring the 20 summary articles further helps students to become more knowledgeable about the subject of their project. I initiate this right away on the first week of class by requiring every one to read an article on an environmental disaster and the second week on an alternative source of energy beside fossil fuels and submit their summaries. I grade these right away and return it so that they learn the proper method of reviewing articles. The remaining summaries are related to their design projects. I help students focus one or two important issues.

6. Outlines have helped students better focus on important issue of their interest on the subject selected. My feedback helps expedite their understanding of the social, economical and ethical aspect of the problem. I also make sure that they focus mainly on the engineering solution to the problem both on lab scale and field scale.

7. Preparation of the posters was a good learning element. I will require this of my students if the Department plan to hold the Expo annually

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Require students to turn in all their article summaries by the 7th week of class

This way they will be better prepared for their team projects and their performance should improve

Most useful comments from students:This class fills the blank left behind by other classes, i.e., what happens to and what do you do with the by product of your processes or system. This class helps you understand this. A very interesting class, unlike all other engineering courses. I will recommend it to my friends. Thank you for inspiring us.

Truly enjoyed the course. This was a very fun class and also very interesting. This course showed us that there is a lot of work available for engineers that want to work for the environment. (These are comments from a year ago. At the time of this write up the course assessments was not available.) However a number of students in my class expressed their interest in choosing environmental engineering or a related area as their career.

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Means of Direct Assessment by Instructor—what evidence was used for your assessment?



0=Poor

Improved(yes/no/??)


1. Learn to apply the fundamental science and engineering principles to solution of environmental problems relating to traditional air and water pollution and newer environmental issues such as hazardous waste, risk assessment, groundwater contamination, indoor air quality, acid deposition, global climate change, and stratospheric ozone depletion through lectures and problem solving

1. A midterm and a final exam are given to assess students understanding of the fundamentals and their problem solving skills.

3 Yes

2. Instill in students the need for professional development through life long learning by conducting literature surveys on latest environmental issues and practices and study emerging technologies for remediation, resource recovery and sustainability.

2. A sample of oral presentation expected content and the weight assigned for the design projects is given to students so that they have a clear understanding of how their presentations will be graded. This will then be used for both presentations. Written report content and organization is also discussed.

3. 20 article summaries are collected twice during the semester and graded and returned to students.

4. 2 oral presentations and two group reports, one interim and one final are graded. The interim report is graded and returned to student groups to be completed for the final report. Students become more familiar with the instructors expectation and correct any early problems on content or format. This provides an early feedback on their project reports. The team assessment including the performance of the team as a whole, and member cooperation and integration of their efforts is also considered.

3.5

3.5

3.5

Yes

Yes

Yes

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0=Poor

Improved(yes/no/??)


3. Learn about the impact of various engineering solutions on environment and its local and global effects.

3. 20article summaries are collected twice during the semester and graded and returned to students.

4. 2 oral presentations and two group reports, one interim and one final are graded. The interim report is graded and returned to student groups to be completed for the final report. Students become more familiar with the instructors expectation and correct any early problems on content or format. This provides an early feedback on their project reports. The team assessment including the performance of the team as a whole, and member cooperation and integration of their efforts is also considered.

3.5

3.5

Yes Yes

4. Learn to seek alternative solutions for an environmental problem through a small-team proposed design project

Students’ work on the design project, assessment tools 3 and 4 as above 3.5 3.5

Yes Yes

5. Learn to write a preliminary proposal in support of the proposed design project

Assessments tools 3 and 4 as above 3 No




Improvedcompared to last year

Outcome a: Apply knowledge of math, science and engineering (3.5)Demonstrates Specific Engineering Knowledge of subject area 4 Demonstrates Interest in Continuous Learning 3.5Demonstrates Initiative 3.5Demonstrates Analysis and Judgment 3

1,2,3,4 3. 5 Yes

Outcome c: An ability to design a system, component, or process to meet desired needs (3)Identify Design Problem and Constrains 3Explores Alternative Designs 3Uses Analytic Tools with Moderate Effectiveness 3

Documented Final Design 3

1,2,3,4,5 3 Yes

Outcome d: An ability to function on multi-disciplinary teams (3)Quality of Overall Team Function 3Communication among Team Members 3Team Organization and Leadership 3

4,5 3 Yes

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Demonstration of Program Outcome in the course Course Objectives that contribute to this program outcome



Outcome e: An ability to identify, formulate, and solve engineering problems (2.5)Demonstrates Specific Knowledge of Subject Area 3Demonstrates Initiatives 2Demonstrates Innovation 2Demonstrates Analysis & Judgment 2.5Demonstrates Effective Communication in Identifying, Formulating and Solving Engineering Problems 3

1,2,3,4 2.5 Yes

Outcome f: An understanding of professional and ethical responsibility (3.7)Recognize and Make Appropriate Decisions in Situations in which Personal or Professional Ethics are Required 3Design Processes and Systems to Minimize Use of Resources and Impact on the Environment 4Knows regulations and Standards used in Practice 4

1,2,3,4,5 3.7 Yes


4,5 3 Yes

Outcome h: The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental and social context (3.3)Demonstrates Knowledge of Engineering and its Impact on Economic, Ethical and Environmental Issues 3.5Demonstrates Ability to evaluate existing and Emerging Engineering or Technological Alternatives to Prevent or Minimize Adverse Impacts 3

1,2,3,4,5 3.3 Yes

Outcome i: A recognition of the need for, and an ability to engage in life-long learning (3.3)Demonstrates Knowledge of Comprehensive Reference Resources 3Shows Familiarity with Modern Engineering Tools 4Demonstrate Interest in Continuous Learning 3

1,2,3,4,5 3.3 Yes

Outcome j: A knowledge of contemporary issues (3)Demonstrates a Satisfactory Level of General Knowledge of Contemporary Issues Outside of Engineering 3

1,2,3,4 3 Yes

Outcome l: Demonstrates a knowledge of chemistry and calculus-based physics with depth in at least one (2.75) Demonstrates Knowledge of Fundamental Physical and Chemical Principles and Laws 2.5

Is Able to Apply Physical and Chemical Laws and Principles to Solving Engineering Problems 3

1,2,3,4,5 2.75 Yes

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Demonstration of Program Outcome in the course Course Objectives that contribute to this program outcome



Summary: This course is very useful in generating interest in the field of Env Eng. I assign a design project early on in the semester. Students form groups of consisting two or three and work on their projects throughout the semester. They do an extensive literature survey and submit summaries of 20 articles they have read. They learn the technique of reviewing technical articles and extracting useful information relating to their projects. In general they seem to take this pretty seriously, and they do well.

Students make two oral presentations, and write one draft report and then complete it as a final report. They get to see my comment on the first draft which they try to address in the second report. Students try to avoid analysis which they do not see in class. I do encourage them to review literature and learn. They are however more comfortable reading and learning about case studies. The two oral presentations help students improve their oral communication skills. They do well using power point software. Samples of their presentations are attached as hard copies and as diskettes/CDs.

There were 14 students who completed the course, the grade distributions were 22% A, 50% B, 23% C. Average on the midterms was 66.3% while on the final it was 76.4%. The average on the reports was 79.9% and 80.5% while for the oral presentations the averages were 66.3% and 81.9%. Students’ performance improved from the first to the second report and presentation. The students write a preliminary report, I grade them and with comments to improve return them back to them. Students complete the work during the semester and rewrite and complete the final report. This rewriting helps students improve their writing skills. This course definitely helps students develop an interest in life long learning and in Environmental and Social issues relevant to Engineering practices, processes and design.

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Course Number: ME 486A/B Instructor: R. Ryan Semester/year: Fall 05/ Spring 06



Course prerequisite(s) Senior Standing




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Require formal PDR and CDR presentations, rather than just “end of semester” presentation

Enforce a more organized design process, increase communication skills practice

Increase emphasis on requiring quantitative analyses for justifying design decisions at CDR

Prevent students from avoiding analysis and relying too much on intuition for design choices

Emphasize project documentation on an ongoing basis

Eliminate end of semester crunch for final written reports, and thus improve report quality


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last year


Observations during class, review of written reports and oral presentations

2.8 NA

Outcome 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.


2.8 NA

Outcome d: an ability to function on multi-disciplinary teams. Observations during class 3 NA



2.7 NA

Outcome f: an understanding of professional and ethical responsibility. Observations during class 3 NA

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Outcome g: an ability to communicate effectively.

Review of written reports and oral presentations

3 NA

Outcome i: a recognition of the need for, and an ability to engage in life-long learning. Observations during class 3.5 NA



3 NA

Outcome o: an ability to work professionally in both thermal and mechanical systems areas, including the design and realization of such systems


2.7 NA

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Course: AE 486A & B Instructor: Fox Semester/year:Fall 2005 – Spring 2006







NA


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Implement tighter Schedule control Elluminate too much last minute effort

Push harder on Literature Search Minimize “seat of the pants” design decisons

Stronger emphasis on scheduled design reviews

Increase oral/written communication content by individuals and increase schedule balance.

Most useful comments from students:Push students to dig more deeply by themselves; less faculty input.





Means of Direct Assessment by Instructor—what evidence was used

for your assessment?



Improved (yes/no/??)


1. Teach design by hands-on effort - d,f Faculty observation; progress reports 4 no2. Foster team play – d, f Faculty observation & final result 3 no3. Promote effective communication - g Competition oral & written elements 3.5 yes4. Demonstrate Analysis ability – a, e, k, l, m, o Progress reports; final report 1 no5. Demonstrate Empirical ability – b, n, o Progress reports; final report 1 no6. Optimize design solution – a, b, c, h, i, j, o Competition demonstration 1 noProgram outcomes average of course objective scores related to each program outcome

a. an ability to apply knowledge of mathematics, science, and engineering Course objectives 4 and 6 1b.an ability to design and conduct experiments, as well as to analyze and

interpret dataCourse objectives 5 and 6 1

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If sampling, please indicate the approximate percent of the class sampled: NA



Means of Direct Assessment by Instructor—what evidence was used

for your assessment?



Improved (yes/no/??)



Course objective 6 1

d.an ability to function on multidisciplinary teams Course objectives 1 and 2 3.5e. an ability to identify, formulate, and solve engineering problems Course objective 4 1f. an understanding of professional and ethical responsibility Course objective 1 and 2 3.5g.an ability to communicate effectively Course objective 3 3.5h.the broad education necessary to understand the impact of engineering

solutions in a global and societal contextCourse objective 6 1

i. a recognition of the need for, and an ability to engage in life-long learning


j. a knowledge of contemporary issues Course objective 6 1k.an ability to use the technique, skills and modern engineering tools

necessary for engineering practiceCourse objective 5 1

.l a knowledge of chemistry and calculus-based physics with depth in at least one


m. applied advanced mathematics through multivariate calculus and differential equations


n.familiarity in statistics and linear algebra Course objective 5 1

o.ability to work professionally in both thermal and mechanical areas including the design and realization of such systems

Course objectives 5 and 6 1

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Course Number:

ME 491 Instructor: THOMPSON Semester/year: SPRING 2006



Course prerequisite(s) ME335 ME370 ME 390 ME375




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Most useful comments from students:Personal time taken with instructor to explain experimental procedures in addition to the information provided in the laboratory manual assisted in better understanding the experiment purpose.Discussions of application outside of the immediate laboratory procedures and applications of principals such as BERNOULLI’S in addition to discussion with respect to existing physical systems an engineer may encounter were both interesting and valuable for the student teams, especially when it came to writing up the actual reports and doing presentations.Laboratory should be introduced during the semester in which ME 390 is being taught by either taking a ‘field trip’ to the lab or spending one lecture session in the lab going over the equipment and experiments.



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last year

Properly record data from a variety of instruments commonly used by mechanical engineers, especially those used to measure pressure, flow rate, and temperature

Visual observation during the experiment and the inclusion of the tabulated raw data sheets in an appendix in the written laboratory report.

3 0

Understand the importance of instrument calibration for minimizing systematic errors

Comparison of written reports against known values and observation of data being taken in real time as compared to approximate values of predicted outcomes based on known physical conditions. Laboratory procedures explain calibration clearly.

4 0

Compare experimental results with theoretical predictions, and explain differences based on physical principles

Specific questions and group discussions geared toward helping the students recognize the variations in results between ideal and real systems. The Hampden refrigeration board is particularly suited for this discussion and exercise.

3 0

Apply statistical techniques for estimating experimental uncertainties, and use these uncertainties appropriately when interpreting data

All experiments allowed for (and hence requires) the plot comparison of data. Statistical error calculations and then the application of error intervals on the data plots show the students ability to accurately predict the uncertainties. When error intervals were too large or too small, the analysis technique could be questioned then corrected if necessary.

4 0

Clearly document the results of an experimental project in written and oral form, using modern software tools (e.g. Microsoft Word, Excel, PowerPoint)

This semester was geared around the transmission and discussion of technical data to a specific technical audience. In this case, the student peers. Eight written assignments and two power point presentations with questions and assessment by fellow students quickly raised the bar from average to high over the course of the semester. Students worry more about what their peers think than their instructor.

3 0

Work effectively in a team of student-engineers

All assignments, including presentations, were done in student teams. No one team member was allowed to have any more or less responsibility than the others. Questions and comments were directed to individuals in both the written and public speaking arenas.

3 0

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last year

Outcome b – design, conduct expts., analyze data

Difficulty in setting up equipment for an experiment was assessed based on the instructions provided in the lab procedures. Many questions were asked for clarification during the setups. The key understanding in this role was the assessment of the experiment explanations during oral presentations. Some were stronger than others however it is evident in this arena that not too many students have much hands-on experience with laboratory (or other) test-type equipment.

3 0

Outcome g - ability to communicate This was a large focus of the course this semester. Young engineers need to have this ability and often don’t. Both written and oral presentations aided in this assessment. Direct questions, especially during the oral presentations, to test the students in-depth knowledge of the subject and how well they can think on their feet was geared toward strengthening each individual’s ability to communicate effectively. Questions were asked both hypothetically and realistically in and out of the mechanical engineering discipline (ie, structural and electrical references were often made).

3 0

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Course Number: ME 493 Instructor: Susan Beatty Semester/year: Sp 2006


x First time course taught by this instructor Course taught previously






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Subject matter will be reordered Provide better course flow









last year


Homework and examinations 4

Outcome e: An ability to identify, formulate, and solve engineering problems

Homework and examinations 4

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Course Number: ME 493 Instructor: Robert Ryan Semester/year: Spring 2006







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A new text covering the open channel flow material is going to be used.

Current text is good in terms of coverage and as a reference but new book appears to be more “user-friendly” for student learning.


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last year

Analyze/design piping systems for transporting liquids See attached spreadsheet 3 No data

Understand turbomachinery concepts, and use characteristic curves in design applications

2.7 No data

Analyze/design open channel flow systems for transporting water

3 No data

Outcome a - an ability to apply knowledge of mathematics, science and engineering 3 No dataOutcome e - an ability to identify, formulate, and solve engineering problems 2.8 No dataOutcome k - an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

2.9 No data

Outcome o - an ability to work professionally in both thermal and mechanical systems areas, including the design and realization of such systems

2.8 No data

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If sampling, please indicate the approximate percent of the class sampled: 72.5%


Course Number: ME 496GDT Instructor: Khachatourians Semester/year: Sp 2006








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Most useful comments from students:Students who are participating in Honors Co-Op or other internships saw the value added in the material being covered in this class and were able to immediately apply it in their senior design projects and daily work.








last year


Projects and examinations 3 N/A

Outcome 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.

Projects and examinations 2 N/A

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Course: ME 501B Instructor: Tom Mincer Semester/year: Spring 2006



Course prerequisite(s) Math 280 ME 309


Were changes implemented since the last time this course was taught? Yes No X


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last year

A. Develop understanding of mathematical applications of partial differential equations from mathematical analysis

Homework, examinations, final project,

2 No

B. Develop understanding of mathematical applications of partial differential equations from numerical analysis

Homework, in-class hands-on computer work, examinations and final project

2 No

a. an ability to apply fundamentals of mathematics, science and engineering

A and B 2 No

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Course Number: ME 515 Instructor: Zheng Liu Semester/year: Spring 2006






Changes made since last timeVibration and Lagrange Dynamics

Effects of changeVery Good


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4=Excellent to 0=Unscorable


last year


Examinations 3 ??

e. an ability to identify, formulate, and solve engineering problems

Examinations, computer-assisted design projects

3 ??


Computer-assisted design projects, and report writing

3 ??

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Course Number: ME 562 Instructor: S. Prince Semester/year: Spring 2006




Were the students adequately prepared by prerequisite courses? Yes No XME 562 is a course in internal combustion engine theory, from a thermal/fluids standpoint. ME 370 is not the desired prerequisite for this class. It should be ME 470. I am spending too much time reviewing material and not enough on problem solving. Also, ME 415, kinematics and dynamics of machines should be a recommended co-requisite.

Were changes implemented since the last time this course was taught? Yes X No If Yes, what changes were made since the last time this course was taught? Did these changes improve the course?Changes made since last time Effects of change

Added sections 8,9,10. More design and attention paid to engine mechanical, not covered before

Change is quite positive. Students now desire a second course in IC engine theory only dealing with engine mechanical.


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Remove engine mechanical sections and create new separate course for this material

The students expect an IC engines course to deal with the engine, including both thermal and mechanical aspects. However, the course was originally created as a thermal/fluids treatment of the engine. This course is extremely popular and a second course should exist to address the engine mechanical aspects.

Most useful comments from students:Web CT was very useful for this class

Not enough feedback from homework assignments






to 4=Excellent)


last year

A. understand the basic engine types and their operation-understand the differenced between 2 and 4 stroke engines, between compression and spark ignition.

Homework 3 No

B. Solve problems and understand important characteristics, torque, power, work, specific fuel consumption, air fuel ratio, volumetric efficiency, torque and power equation.

Homework, examination 3 Yes

C. Review the first/second laws of thermodynamics; and combustion, solve problems involving air fuel ratios, heating values, adiabatic flame temperature

Not assessed

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to 4=Excellent)


last yearD. Understand basic thermodynamic relations, ideal gas models, constant

Cp and Cv, constant volume cycle, constant pressure cycle dual cycle, other cycles (miller, overexpanded).

Homework, examination 1 No

E. Understand overall volumetric efficiency effects, flow through valves, discharge coefficients, supercharging, turbocharging

Examinations 2 No

F. SI fuel requirements, carburetion, fuel injection-design fuel metering systems.

Homework, examination

G. Squish, swirl, pressure data, burning speeds, ignition fundamental, abnormal combustion (qualitative analysis)

Not assessed

H. 4 bar slider crank, camshafts, balance, vibration-preliminary study of the engine mechanical.

Examinations 1 No

I. Preliminary analysis, cylinder analysis, valves, gears systems and auxiliary systems

Homework, examination 1 No

J. Detail design procedure, power section design-students should be able to design an engine to maximize power, both from a thermodynamic and mechanical viewpoint.

Not assessed

Demonstration of Program Outcomes Demonstration of Program Outcomes in course Course objectives that



to 4=Excellent)


last yeara. an ability to apply knowledge of mathematics, science, and engineering A, B, C, D, E, F, G, H, I, J 2 No

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Demonstration of Program Outcomes in course Course objectives that contribute to this program

outcome


to 4=Excellent)


last year

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.

I,J 3 Yes

e. an ability to identify, formulate, and solve engineering problems E,F,G,H,I,J 3 YESf. an understanding of professional and ethical responsibility A, I,J 2 Noi. lifelong learning A,I,j 3 Yesk. an ability to use the techniques, skills, and modern engineering tools

necessary for engineering practiceE,F,H,I,J. 3 No

l. demonstrates a knowledge of chemistry and calculus-based physics with depth in at least one

C,D 2 NO

o. an ability to work professionally in both thermal and mechanical systems areas, including the design and realization of such systems

I,J 3 YES

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Course Number: ME 575 Instructor: S. Schwartz Semester/year: Spring 2006





Were changes implemented since the last time this course was taught? Yes No x If Yes, what changes were made since the last time this course was taught? Did these changes improve the course?


Included a heat exchanger design problem Students were able to effectively complete a heat exchanger design

Discussed importance of good communication periodically Homework presentations were somewhat better.

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Try to use some break-out –into-small-groups approach This approach should help to get students thinking about some of the physical aspects of H.T.

Spend time discussing the importance of written communication

Expect to see improvement in homework clarity









Improved(yes/no/??)


Students understand the physical basis of convection heat transfer

Test scores from closed book questions on concepts in convection

2.24 yes

Students understand correlations and how to use HW,exams,class ?discussion (average of HW #1to10)

3.4 yes

Recognize different types of convection and can solve problems

HW,exams,class ?discussion-average of all. 3.3 yes

Students can analyze heat exchanger HW,exams,class discussion (average of HEX HW+final)

3.2 no

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Improved(yes/no/??)


Students can design a heat exchanger Insufficient data

Outcomesa. .Apply knowledge of science and engineering Average of all graded HW and exams 3.3 yes

c. The ability to design a system, component, or process Not measured 3.29 yese. An ability to identify, formulate and solve engineering problems

1. specific engineering knowledge2.analysis+judgement3. effective communication in identifying, formulating and solving problemsHW #’s 6,7,8,12,13,14,I1,I2,Hex

3..25 no

g. Communicate effectively 1. Write clearly to explain technical position on exam questions2. Provide articulate questions or answers in class.3. HW well documented and neat.4. Quality of graphs and spread sheets associated with HW

2.4 yes

k. An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

HW problems requiring use of spread sheets for parametric analyses HW#1, Internal flow ,#8, #9, #14

3.35 no

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Course Number:

ME595AIV Instructor: C. T. Lin Semester/year: Spring 2006







Not applicable.

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Introduce each project assignment as early in the semester as possible.

Due the good number of project assignments, it is essential for students in class to start working on projects early in the semester, so that the projects may be completed with adequate amount of time. Some of the equipment needed for the project were not available till the later part of the semester.

With future potential equipment fund becoming available, would like to increase the number of lab equipment to be available for the course.

There is only one unit of each type of equipment for the entire class. Not only students need to take turns to complete their project assignments, but also the assignments cannot be completed if any one of the equipment becomes malfunctioned.







Instructor’s Direct

Outcome Assessment

5=Excellent to

Improved(yes/no/??)


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1. Introduce the state of the art on autonomous ground vehicle. Understand mobility, steerability, and mobile kinematics and motion control. Learn about various sensor performance characteristics, vision perception, and feature extraction. Understand probabilistic behavior-based and map-based localization. Develop algorithms of obstacle avoidance and navigation.

Examinations, computer project assignments.

3.0 Not applicable.

2. Understand and learn to use laser rangefinder, digital compass, GPS system, and computer vision system. Design, build and control a differential-drive mobile platform.

Computer assignments, demonstrations, and design project.

2.7 Not applicable.

3. Learn to use LabVIEW program and develop computer algorithms.

LabVIEW-based computer assignments.

3.3 Not applicable.


Examinations, computer projects

3.3 Not applicable.


Mobile platform design project

2.7 Not applicable.

e. an ability to identify, formulate, and solve engineering problems

Examinations, computer assignments, computer-assisted design projects

3.3 Not applicable.


Computer instrumentation, computer programming, and report writing

3.0 Not applicable.

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